• 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.

Subject headings

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences (hsv//eng)

Keyword

Critical pedagogy

Teacher Training

Effective teaching

Learning

Group work in education

specialpedagogik

Special Education

Publication and Content Type

ref (subject category)

kap (subject category)