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- Barow, Thomas, 1969, et al.
(författare)
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Inclusive Education in Sweden: Policy, Politics, and Practice
- 2021
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Ingår i: Hanssen, N. B., Hansén, S.-E. & Ström, K. (eds.). Dialogues between Northern and Eastern Europe on the development of inclusion : theoretical and practical perspectives /edited by Natallia Bahdanovich Hanssen, Sven-Erik Hansén, Kristina Ström.. - London : Routledge. - 9780367409890 ; , s. 35-51
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Bokkapitel (refereegranskat)abstract
- Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners.
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| 2. |
- Barow, Thomas, 1969, et al.
(författare)
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Lärarstudenters professionalisering i specialpedagogik
- 2018
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Ingår i: Konferensprogram "Forskning pågår", 31 oktober, Göteborg.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I drygt 10 år har det i Sverige funnits två magisterprogram för lärare som vill fortsätta sin karriär i det specialpedagogiska fältet: speciallärare och specialpedagog. Under de senaste åren har en del forskning kring de respektive yrkesrollerna bedrivits. Sammanfattningsvis har det blivit tydligt att det praktiska arbetet karakteriseras delvis av överlappningar och otydlighet. Däremot finns knappast forskning kring respektive magisterstudenternas motivation, förväntningar och erfarenheter. I en enkätstudie (125 deltagare, svarsfrekvens 75 procent) förtydligas att beslutet att studera till speciallärare eller specialpedagog ofta anses som ett naturligt steg i karriären. Särskilt med hänsyn till speciallärarstudenterna var lärarlegitimationen en viktig faktor. Vad gäller förväntningar dominerar den personliga och professionella utvecklingen. Utöver detta förväntar sig studenterna bättre anställningsmöjligheter, nya professionella utmaningar och ökande kompetens. Under presentationen kommer de resultaten diskuteras med bas i en professionaliseringsteoretisk ansats.
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| 3. |
- Barow, Thomas, 1969, et al.
(författare)
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Policy, Politics, and Practice of Inclusive Education in Sweden : Iekļaujošās izglītības normatīvais regulējums, politika un prakse Zviedrijā
- 2021
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Ingår i: 79th International Scientific Conference of the University of Latvia, 18/2/2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners.
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| 7. |
- Berhanu, Girma, 1963
(författare)
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Academic Racism: Richard Lynn’s and Satoshi Kanazawa’s bogus and sub-standard theory of racial differences in intelligence: An essay review of Racial Differences in Intelligence: An Evolutionary Analysis by Richard Lynn (2008) and a review of Temperature and Evolutionary Novelty as Forces Behind the Evolution of General Intelligence by Satoshi Kanazawa (2008)
- 2011
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Ingår i: Educational Review. - 1094-5296. ; 14:8
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Tidskriftsartikel (refereegranskat)abstract
- Introduction This double review (of one book and one closely related article) is prompted by a response to my essay review1 of IQ and the Wealth of Nations by one of the authors of the book, Tatu Vanhanen. Vanhanen responded to my review of his book with Richard Lynn in a private e-mail: Dear Dr. Berhanu, Thank you for your review of our book IQ and the Wealth of Nations. I would like to inform you that my colleague Richard Lynn has found a new study on intelligence in Ethiopia. It is: Aboud, F., Samuel, M., Hadera, A. & Addus, A. (1991). ―Intellectual, social, and nutritional status of children in an Ethiopian orphanage.‖ Social Science and Medicine, 33, pp. 1275-1280. This study is based on a sample of 134 children in an orphanage in Jimma tested in 1989. According to Richard Lynn, Ethiopia's national IQ would be 71 on the basis of this study. It is significantly higher than estimated in our book. It should be noted that there is a margin of error in all national IQ estimations. I do not go to the details of your review, but I would like to emphasize that we do not suggest that poor countries should blame themselves for their poverty, which is significantly related to national IQs. Our point is that differences in national IQs reflect the evolved human diversity. Nobody is responsible for those differences, not rich nor poor countries. Such differences are consequences of evolution through natural selection, which is not controlled by anybody. Our message is that we should learn to accept the evolved human diversity and its consequences in social, economic and political conditions. This means that human ability to equalize human conditions is quite limited. We should learn to accept our limitations and learn to live with them. They reflect the endless diversity of life. Sincerely, Tatu Vanhanen Date July 5th 2007: 08:58 As is clearly seen in the above e-mail, the author is adamant that racial differences in intelligence are a result of the evolutionary process and natural selection and there is very little we can do to reverse the situation or equalize human conditions. Vanhanen has got his argument backwards. It makes far more sense to argue that the populations of rich countries do better on IQ tests because they have access to better nutrition and education; Vanhanen 1 Berhanu, Girma. (2007). Black intellectual genocide: An essay review of IQ and the Wealth of Nations. Education Review, 10(6). Retrieved November 16, 2011 from http://edrev.asu.edu/essays/v10n6index.html. Education Review http://www.edrev.info 3 and his co-author Richard Lynn use scientific jargon, and techniques to support claims of natural superiority of one identifiable human population2 or group to another. The message is essentialist, nativist, and deterministic. It denies the conventional view and scientifically proven fact that group differences in intelligence are primarily or exclusively determined by different cultural circumstances, schooling, knowledge, and socioeconomic factors and therefore could be eliminated by improvements in behavioural standards, access to cultural capital, socioeconomic status, home environment, and so on. The e-mail message and the contents of Richard Lynn‘s book are in line with many of the luminaries (e.g., Kant, Hume, and Hegel) of Western philosophy who at one time or another have written about race as if those human groups that distinguished themselves both geographically and phenotypically constituted natural ―types‖ in terms of temperament and intellect.
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| 8. |
- Berhanu, Girma, 1963
(författare)
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Amhara Politicians’ and Amhara Nationalism: A bumpy road and an evolving agonizing process
- 2020
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Ingår i: Posted by: ECADF in Opinions October 30, 2020.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A few weeks ago a physicist friend of mine asked me: “Why is Amhara politics failing?” “How come that Amhara politicians are unable to defend the Amharas?” “Is Amhara nationalism the way out of the quagmire…?” Very much apprehensive about the genocidal act well underway against the Amharas, my friend pleaded for help to sort out his ideas! I find this very intricate and difficult to answer in uncontentious and satisfactory details. Hence I call upon the reader to contribute to the discussion. The text below is a discussion note that may offer some concise new defences of a familiar view, advance a novel argument, or otherwise make some contribution that does not require more lengthy development. Accordingly, my discussion notes are organized in the form of a bullet-point list.
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| 9. |
- Berhanu, Girma, 1963
(författare)
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Black Intellectual Genocide: An Essay Review of IQ and the Wealth of Nations
- 2007
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Ingår i: Education Review. ; 10:6
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- I review the book IQ and the Wealth of Nations, written by Richard Lynn and Tatu Vanhanen. I critique the authors’ major assertion that a significant part of the gap between rich and poor countries is due to differences in national intelligence. The authors claim that ...
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| 10. |
- Berhanu, Girma, 1963
(författare)
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Challenges and Responses to Inclusive Education in Sweden: Mapping issues of equity, participation and democratic values
- 2009
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Ingår i: Center for Advanced Study in the Behavioral Sciences (CASBS), Stanford University. Palo Alto, California, U.S.A.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Abstract This paper maps out the challenges and responses to inclusive education in Sweden from a cultural/historical point of view. Core concepts that have bearing on inclusive education practices are discussed. The analysis incorporates varied materials. As the current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena, the analysis has been conceptualized in terms of the assumption that policy and practice decisions involve dilemmas. Swedish social welfare/educational policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, Sweden has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, “effectivity,” and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion. Marginalization and segregation of socially disadvantaged and ethnic minority groups has increased. Result and resource differences have widened among schools and municipalities and among pupils. Swedish efforts in the past to promote equity through a variety of educational policies have been fascinating. Those early educational policies, including the macro political agenda focused on the social welfare model, have helped to diminish the effects of differential social, cultural, and economic background on outcomes. This has come under threat. There is still some hope, however, of mitigating the situation through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and local government systems. Research and follow-up are crucial in this process.
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