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- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(författare)
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Imaginaries of Inclusion in Swedish Education
- 2021
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Ingår i: Oxford Encyclopedia of School Reform. - New York : Oxford University Press. - 9780190841133
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Bokkapitel (refereegranskat)abstract
- Traditionally, Swedish education has been built on, and enhanced by, notions and priorities of democracy, equity, and inclusion. In fact, Sweden’s education system has often, during the 20th century, been raised as a beacon of inclusion. However, from the 1990s onwards Swedish education is gradually transmogrified into a heavily marketized system with several providers of education, an emphasis on competition, and an escalating segregation, both as regards pupil backgrounds, need for special support, educational attainment, and provision of educational materials and educated teachers. This shows that traditional educational ideals have shifted and been given new meanings.These shifts are based on desires to improve performance and new ideas of control and predictability of educational ends. The historical development of education reforms illustrates how priorities have shifted over time, dependent on how the public and private are conceptualized. In particular, education reforms from the 1990s and onwards have gradually been more attached to connotations on market ideals of competition, efficiency, and individualization, making inclusion a secondary and de-prioritized goal of education, creating new educational dilemmas within daily life in schools.An empirical example of principals’ experience—seen as mediators of educational desires—illustrates these dilemmas and how the marketization of education affects both the political understanding of how education is best organized and the prioritization of previously valued ambitions of coherence and inclusion.
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- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(författare)
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Inkludering och särskild begåvning : Förutsättningar och dilemman i rådgivande policydokument
- 2021
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Ingår i: Utbildning och Demokrati. - : Orebro University. - 1102-6472 .- 2001-7316. ; 30:1, s. 97-118
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to increase knowledge about inherent tensions in inclusion as education policy. We do this using the representation of giftedness as an example. The formulation of inclusion in policy tends to focus on educational problems and low-achievement linking inclusion to special education. This is challenged by alternative interpretations where the social and academic needs of “all children” are emphasized.Through an analysis of documents from The Swedish National Agency of Education (2015) we show that the representation of gifted students emphasizes them as being at risk, as suffering, and alienated. This portrayal has two consequences. First, it reproduces a polarisation between “normal” and “different” students where giftedness becomes a feature of the students and a problem in schooling. Second, it implies that students’ needs are made visible when they are defined in terms of being in need. Thereby, their exclusion is made prerequisite for inclusion.We conclude that giftedness illustrates central tensions within inclusion as policy – in particular as regards who is in focus of inclusion and how inclusion is to be organised, and argue that a more coherent policy-vision of inclusion is needed in order to address the needs of all students.
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- Magnússon, Gunnlaugur, Associate Professor, 1979-, et al.
(författare)
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Vetenskapsteori och teori i tillämpning inom utbildningsvetenskaperna
- 2021
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Ingår i: Vetenskapsteori och forskningsmetoder i utbildningsvetenskap. - Stockholm : Natur och kultur. - 9789127827394 ; , s. 42-80
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Det här kapitlet syftar till att behandla frågor kring tillämpningen av teori inom det utbildningsvetenskapliga fältet, både avseende metodologiska tillvägagångssätt och tolkning samt vilka kunskapsanspråk som görs, och kan göras, med hjälp av dessa teorier och metoder. Innan vi går in på specifika tillämpningsområden redogörs först för forskningsfältets bredd och komplexitet. Detta är särskilt viktigt eftersom det, vilket föregående kapitel visade, finns uppenbara problem med allt för snäva normer kring vad som kan studeras och hur det görs. Att förstå många teorier och metoder och betrakta forskning utifrån olika perspektiv ger en fördjupad förståelse för utbildningens och forskningens mångtydighet och nyanser.
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- Miškolci, Jozef, et al.
(författare)
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Complexities of preparing teachers for inclusive educationComplexities of preparing teachers for inclusive education : case-study of a university in Sweden
- 2021
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Ingår i: European Journal of Special Needs Education. - : Taylor & Francis. - 0885-6257 .- 1469-591X. ; 36:4, s. 562-576
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Tidskriftsartikel (refereegranskat)abstract
- Sweden is internationally regarded as an inclusive educational system. This study explores how teacher education programmes in Sweden have been organised as regards inclusive education (IE). Specifically, the study examines how teacher candidates and staff perceive teacher pre-service training for IE in terms of its curriculum and pedagogical practices towards students. The question was explored through a case-study of a large, well-respected university in Sweden, using semi-structured interviews and group-discussions with teacher candidates and staff members, and document analyses. The study revealed that the university makes several purposeful efforts to prepare its teacher candidates to practise IE, e.g. all teacher education programmes have a specific course on inclusion, while this content is also infused into several other courses. Nonetheless, the study also demonstrates that teacher candidates lack a deeper understanding of relationship between special education and inclusion, which can probably be attributed to the wider socio-political context dominated by the special education narrative.
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