Formulation and realization of social justice: the compulsory school for all in Sweden and Norway

Haug, Peder

doi:10.1080/0885625990140305

Cited by 30 publications

(25 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In the compulsory primary school, achieving a 'school for all', or one that is fully inclusive, is a very important goal in the official formulation of the intention behind the system of education offered to all children in Norway (Haug 1999). Given such a combination of the relational perspective with a core value base of inclusion, one would expect that schools would make substantial efforts to accommodate children with disabilities in regular schools and classrooms throughout their primary school years -even and perhaps especially when relations between children with disabilities and their environment change as they grow older (cf.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Marginalisation processes in inclusive education in Norway: a longitudinal study of classroom participation

Wendelborg

Tøssebro

2010

Disability & Society

View full text Add to dashboard Cite

The aim of this paper is to describe the classroom participation of primary school children with disabilities who attend regular schools in Norway; to explore how relations between children with disabilities and their environment change, and further to chart how schools act in response to such change. The analyses are based on a life course study with data gathered from interviews and questionnaires given to the parents of children with disabilities born in the period between 1993 and 1995. The results show an increasing marginalisation of children with disabilities who receive their primary school education at regular schools. Despite the fact that public policies in Norway are based on a relational understanding of disability, thus suggesting that educators would make considerable efforts to accommodate children with disabilities in regular schools, the reality is that schools take an individual approach to children with disabilities which reflects a medical understanding of disability.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Marginalisation processes in inclusive education in Norway: a longitudinal study of classroom participation

Wendelborg

Tøssebro

2010

Disability & Society

View full text Add to dashboard Cite

show abstract

“…As Ball, Maguire, and Braun (2012, 142) state: 'policies will be open to situated changes; they may get integrated into older ways of working -the history of prior discourses -and become visible or asserted within new technologies and new ways of doing schools'. Yet, there are reasons to assume that there is a good chance that such problem representations will melt and activate 'frozen ideologies' in schools (Haug 1999). One reason is that although the relational perspective has been the hegemonic perspective in Swedish education policy since the 1970s, the individual perspective has been deeply rooted in schools' practical work for a long time (Persson 2001).…”

Section: Introductionmentioning

confidence: 99%

What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014

Isaksson

Lindqvist

2014

European Journal of Special Needs Education

View full text Add to dashboard Cite

In Sweden, as in many other countries, inclusion has been on the political agenda for a long time and has served as a blueprint and guiding principle for practical work in school. However, inclusive education has, by and large, been associated with special education measures, which seriously limit the chances of achieving the vision of inclusion. In this article, we analyse how the meaning of special education is constructed in policy documents from four distinct time periods of Swedish education policy from the late 1970s to 2014. The paper draws on an approach to scrutinise the process of problematisation in public policymaking. Based on the analysis, we argue that there are prospects of a hegemonic intervention regarding the meaning of special education during later years in Swedish education policy, emphasising an individual perspective and individual deficiencies. In contrast to inclusive ambitions, this perspective advocate segregated support measures. Finally, based on previous research and tendencies within the field, we present arguments in the concluding discussion why this hegemonic intervention in education policy also might attract the support of school personnel at the local school level and some potential consequences of the expansion of special education in Sweden.

show abstract

“…Discussions about inclusion are prone to revolve around the issue of placement, i.e. where pupils are educated (Slee, 2006), but the concept of inclusion is more complex than that and is dependent upon certain values and organizational characteristics (Booth & Ainscow, 2002;Carrington, 2006;Dyson & Millward, 2000;Haug, 1999) that have complex practical consequences. We argue that different motives for starting and running independent schools (e.g.…”

Section: Special Education and Inclusionmentioning

confidence: 98%

Similar Situations? Special Needs in Different Groups of Independent Schools

Magnússon

Göransson

Nilholm

2014

Scandinavian Journal of Educational Research

View full text Add to dashboard Cite

Formulation and realization of social justice: the compulsory school for all in Sweden and Norway

Cited by 30 publications

References 2 publications

Marginalisation processes in inclusive education in Norway: a longitudinal study of classroom participation

Marginalisation processes in inclusive education in Norway: a longitudinal study of classroom participation

What is the meaning of special education? Problem representations in Swedish policy documents: late 1970s–2014

Similar Situations? Special Needs in Different Groups of Independent Schools

Contact Info

Product

Resources

About