Inclusion and Exclusion—A Guiding Distinction to the Understanding of Issues of Cultural Background

Jönhill, Jan Inge

doi:10.1002/sres.1140

Cited by 21 publications

(14 citation statements)

References 33 publications

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“…Thus, in order to proceed from exclusion to inclusion, and vice versa, a person has to cross a boundary (Jønhill 2012a). The article will explore the limits to inclusion for newly arrived minority language students in two school organisations in Norway.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Hilt

2016

International Journal of Inclusive Education

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Based upon fieldwork in two upper secondary schools in Norway, this article offers an analysis of inclusion and exclusion processes for newly arrived minority language students. Minority language students are defined by policy as students who have a different mother tongue than the Norwegian and Sami languages, and students who are newly arrived in Norway are considered especially at risk for marginalisation. This article explores processes of inclusion and exclusion in two schools with segregated classes for this group, called introductory classes. The analytical framework is Niklas Luhmann's theory of autopoietic social systems, where inclusion is defined as the requirements for participation set by a system, and exclusion accordingly as being unable to meet these requirements. The article displays different constellations of inclusions and exclusions for newly arrived students in the educational system: in school organisations, organisation-based interactions and informal networks of students. It will be showed that introductory classes erect several barriers towards newly arrived students' inclusion, especially towards those students who are placed at the basic level of the schools' hierarchy of performances. As a consequence of multiple educational exclusions, informal networks emerge as alternative socialities that include and exclude students on the basis of mother tongue. ARTICLE HISTORY

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Section: Theoretical Frameworkmentioning

confidence: 99%

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Hilt

2016

International Journal of Inclusive Education

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“…Individual participation and inclusion, in contrast to earlier, is now partial and not 'full' (Jønhill 2012a). We are in principle welcomed to every one of the function systems, but the systems exclude persons who do not meet their requirements, and we do not belong to any single one of them fully (Luhmann 1997b).…”

Section: Systems Theory and The Field Of Educational Policy And Inclumentioning

confidence: 96%

Included as excluded and excluded as included: minority language pupils in Norwegian inclusion policy

Hilt

2014

International Journal of Inclusive Education

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This article offers an analysis of four Norwegian policy documents on inclusion of minority language pupils. The main concepts of this policy will be reconstructed and re-described, applying Niklas Luhmann's systems theory at different levels of the analysis. Luhmann's theory about society as a conglomerate of selfreferential social systems investigates how these systems construct meaning and what consequences these constructions have for inclusion and exclusion processes. This article will focus on the Norwegian educational policy towards minority language pupils, defined by the policy as pupils who have a different mother tongue than Norwegian and Sami language. It is argued that this inclusion policy is excluding in its social form, and that it exhibits an increased emphasis on education when it comes to inclusion in society. Re-descriptions based on logic of forms will show how binary distinctions such as 'inclusion/ exclusion', 'majority language pupil/minority language pupil' and 'early intervention/wait and see' emerge in the timespan of 2004 -2012. Based on this, it is claimed that descriptions of inclusion and exclusion are mutually constituted in the policy, thus giving rise to the question of whether the policy goal -'full' inclusion in society -is realisable. A paradox will be uncovered: minority language pupils are being included as excluded as well as excluded as included in the documents, displaying how inclusion and exclusion are two sides of the same coin. The strategy early intervention is introduced to remedy exclusions, thus converting the problem of inclusion into a problem of time.

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“…Luhmann (, , ) made large contributions to the theory of functional differentiation, widely recognized due to the significance to modern society';; description, by mainly developing the theory of social differentiation (Jönhill, ; Luhmann, ; Roth, ; Valentinov, , ; Wetzel & van Gorp, ). According to his idea of social systems, functional differentiation refers to the decomposition of society into 10 function systems: economy, law, politics, art, education, science, medicine, religion, sports, and mass media (Roth & Schütz, ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The contribution of systems theory to sustainability in degrowth contexts: The role of subsystems

2019

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The earth and the natural world have physical limits. Thus, industries or firm systems operating on this planet have limits as well. Infinite growth is intrinsically impossible. Some firms have integrated these principles into their management methods while struggling to survive in a traditional competitive environment with short‐term economic constraints. This paper explores the managerial practices that help firm systems address these paradoxical tensions of being responsible for the environment and having a long‐term degrowth orientation while also successfully competing in traditional capitalistic markets. Using a social system approach, the paper applies functional differentiation focusing on the internal aspects of the management of the firm. The paper highlights that the role of each subsystem can be crucial for integrating the survival of the firm system and the natural system';; limits. Each subsystem has a potential effect on the natural system that can be analysed and managed in a specific way.

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Inclusion and Exclusion—A Guiding Distinction to the Understanding of Issues of Cultural Background

Cited by 21 publications

References 33 publications

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Education without a shared language: dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students

Included as excluded and excluded as included: minority language pupils in Norwegian inclusion policy

The contribution of systems theory to sustainability in degrowth contexts: The role of subsystems

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