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- Helldin, Rolf, 1944-
(författare)
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Class and Culture and the Transformative Pedagogy
- 2012. - 1
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Ingår i: Pedagogy. - New York : Nova Science Publishers, Inc.. - 9781621009009 ; , s. 471-488
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Bokkapitel (refereegranskat)abstract
- Based on Fraser’s (2003) political analysis, I have reviewed the relations of liberal education to special education’s traditional context by comparing liberal theoretical models with the pedagogy that labours critically for a change in the basic structural terms – the structurally profound inequalities that exist. Redistribution of resources in a welfare-logic requires an “affirmative” pedagogy that emphasizes, specifies, and distinguishes between the needs that are to be compensated. It follows a social liberal theoretical model that acts as a “guard”, that is, it leads to differentiation and shapes the problem for the inclusive school. Needs for diagnostic knowledge to identify various “syndromes”, needs that are constantly increasing, can be seen in that light. This educational method both requires, and strives toward differentiation. In contrast, a “transformative” (deconstructing) educational method sees society’s basic structural injustice as time’s greatest educational problem. The latter form of educational work leads primarily to long-term thinking of a school where differentiation does not occur, and where inclusion is the measuring-stick.
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- Helldin, Rolf
(författare)
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Klass, kultur och inkludering
- 2007
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Ingår i: Pedagogisk forskning i Sverige. - Göteborg : Institutionen för pedagogik och didaktik, Göteborgs universitet. - 1401-6788 .- 2001-3345. ; 12:2, s. 119-134
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Tidskriftsartikel (refereegranskat)abstract
- I den här artikeln jämförs betingelserna för två alternativa pedagogiker som kan användas för att motverka de inkluderingssvårigheter i skolan som uppstår ur skillnader i kulturellt ursprung eller klasstillhörighet. De två pedagogikerna tar sin utgångspunkt i det socialpolitiska begreppet affirmation», det vill säga bekräftelse av olikhet i form av differentierande och kompenserande åtgärder och begreppen dekonstruktion och transformation. De senare innebär pedagogisk analys, bearbetning och förändring på sikt av grundläggande orättvisa strukturer i utbildning och samhälle. De två alternativa pedagogikerna relateras till skolans beroende av en traditionell liberal välfärdsteori, och texten visar hur den liberala välfärdsteorin motverkar inkludering i skolan. I artikeln diskuteras också möjligheten att inom den specialpedagogiska forskningen närmare utreda hur de två alternativa pedagogikerna skulle kunna samverka, varvid det framkommer att det fortfarande är oklart hur de specialpedagogiska motsättningar som specificeras i artikeln ser ut i detalj.
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- Helldin, Rolf, et al.
(författare)
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Opportunities for a democratic pedagogy : a comparative study of South African and Swedish teachers' attitudes to inclusive education
- 2011
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Ingår i: Journal of Research in Special Educational Needs. - : Blackwell. - 1471-3802. ; 11:2, s. 107-119
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Tidskriftsartikel (refereegranskat)abstract
- This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro‐inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.
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- Helldin, Rolf
(författare)
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Special Education Knowledge Seen as a Social Problem
- 2000
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Ingår i: Disability & Society. - Leeds : Taylor & Francis Ltd. - 0968-7599 .- 1360-0508. ; 15:2, s. 247-270
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Tidskriftsartikel (refereegranskat)abstract
- The article is based on a historical study aiming at analysing the historical determinants for the academic content of the special educational discipline-regarding both ideological attitudes against disability and segregation and more concrete initiatives of action-as it appeared when the expert-function of special education was established during the 1920s and 1930s in Sweden. As the determinants I consider the nineteenth, as well as the twentieth cetury's socio-ideological, educational political and educational philosophical discourses. In order to describe the tendencies in contents I have used the first Scandinavian journal in the special educational field (Hjalpskolan). I have in my discussion been inspired by Michel Foucault's analysis of subtle conditions of power, in the forms of regulations and control mechanisms between the societies 'normal' and its marginal groupings. The essence of the study is that these tendencies are socially constructed within the knowledge tradition of the swedish compulsory school system. Despite their variations they can be classified as follows: a moralizing theme, where the various scientifically coloured arguments for and against segregation are discussed. A religious 'merciful' theme; the genuine human loving compassion with 'the societies least fortunate'. Finally, the sociopolitical theme with focus on socio-economical discussion. [ABSTRACT FROM AUTHOR]
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