Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective

Abstract

The meaning of the term 'inclusion' is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as 'justice' and 'democracy'. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann's theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students.

A Widening Gap Between Official Teacher Training and Professional Life in Norway

“…Teacher professionalism is created through a complex process where students' motivations for self-recruitment is one aspect (Nesje et al, 2018) and ensuring a "healthy" drop-out from those not sufficiently motivated for or suited to the profession is another (Smeplass, 2018). Furthermore, a third factor is how teacher training also emphasizes more generic skillsets, such as collaboration (Løhre et al, 2020a(Løhre et al, , 2020b, leadership (Helstad & Møller, 2013), reflective pedagogy (Hovdenak & Wiese, 2017), value orientations (Løhre & Lund, 2020a;Løhre et al, 2016) and other important qualities of professional teachers in the Norwegian school system built to ensure inclusive education (Rapp & Corral-Granados, 2021). Hence, those who complete the teacher training have also undergone socialization and internalization of teacher norms during their training, which is not possible nor desirable to regulate through national policy.…”

Barriers to Equality and Cultural Responsiveness in Three Urban Norwegian Primary Schools: A Critical Lens for School Staff Perceptions

“…Regarding the second subcategory, the staff from all three schools in this study were frustrated with the services provided by the municipality. Under Norwegian policy, the municipality is designed to be the main resource for the schools' work on inclusion (Fasting, 2013) and adapted education (Rapp & Corral-Granados, 2021). The department leader from Eik primary school was disappointed by a lack of information sharing: "We are not allowed to communicate; they come and observe.…”

Implementation of UN Convention on the Rights of Persons with Disabilities in public and private schools in three districts of Uganda

“…All the six interviewed schools claimed to be catering and working inclusively for children with disabilities. The inclusive practice is more about the right of access, no one left behind, removal of all barriers, embracing a diversity of learners and prevention of exclusion (Rapp & Corral-Granados 2021). Yet, all the six schools in the study excluded students with visual impairments by referring them to attend separate special schools with excuses that the teachers lacked sufficient knowledge and skills for teaching and supporting students with visual impairments.…”