Christopher J Johnstone
Biographic Data
| ID | 1401142 |
|---|---|
| NAME | Christopher J Johnstone |
| GIVEN NAMES | Christopher J |
| FAMILY NAME | Johnstone |
| SIGNATURE | JOHNSTONE C J |
| AFFILIATIONS | University of Minnesota |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Creating inclusive educational spaces
This article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large…
More than skills
The Democratization of Inclusive Education
Inclusive education is a core initiative of United Nations organizations and national governments around the world. In this article, we chronicle the development of a 2019 inclusive education policy in Lesotho by examining the role of disabled persons organizations (DPOs) and their policy advocacy. A standpoint epistemological approach is used, relaying the direct experiences of DPO leaders. We frame these events through political settlement theo…
Remoteness as a gendered construct
This article explores the potential of using children’s perceptions of distance to reflect a gendered understanding of remoteness. Data collected from 1,549 children in Tanzania concerning their perceptions of remoteness in relation to accessibility of school, health care, and water resources were analysed in reference to their impact on school attendance and performance. Gendered variability in perceived distances to services by children may ind…
Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education – lessons from Denmark
By 2015, 96% of the entire student body in the Danish public school system must receive his or her education within the regular classrooms, and referrals to segregated special education must be reduced radically. This is the consequence of the so-called ‘Inclusion Law' passed in the Danish parliament in April 2012. The law contains a political ambition that at least 80% of the students in the public school should be proficient in reading and math…
Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education – lessons from Denmark
By 2015, 96% of the entire student body in the Danish public school system must receive his or her education within the regular classrooms, and referrals to segregated special education must be reduced radically. This is the consequence of the so-called ‘Inclusion Law' passed in the Danish parliament in April 2012. The law contains a political ambition that at least 80% of the students in the public school should be proficient in reading and math…
Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education – lessons from Denmark
By 2015, 96% of the entire student body in the Danish public school system must receive his or her education within the regular classrooms, and referrals to segregated special education must be reduced radically. This is the consequence of the so-called ‘Inclusion Law' passed in the Danish parliament in April 2012. The law contains a political ambition that at least 80% of the students in the public school should be proficient in reading and math…
Remoteness as a gendered construct
This article explores the potential of using children’s perceptions of distance to reflect a gendered understanding of remoteness. Data collected from 1,549 children in Tanzania concerning their perceptions of remoteness in relation to accessibility of school, health care, and water resources were analysed in reference to their impact on school attendance and performance. Gendered variability in perceived distances to services by children may ind…
More than skills
The Democratization of Inclusive Education
Inclusive education is a core initiative of United Nations organizations and national governments around the world. In this article, we chronicle the development of a 2019 inclusive education policy in Lesotho by examining the role of disabled persons organizations (DPOs) and their policy advocacy. A standpoint epistemological approach is used, relaying the direct experiences of DPO leaders. We frame these events through political settlement theo…
Creating inclusive educational spaces
This article traces the shutdown of large-scale assessment in two countries – the United States and Denmark – as a result of the COVID-19 pandemic. These two countries, which have complicated histories with large-scale assessment and inclusion of diverse students, were forced to adjust their testing agendas during 2020. This article seeks to explore what divergent and convergent pathways Denmark and the United States could take in regard to large…
Sociology (5 works) · Political science (4 works) · Economic growth (3 works) · Children's Rights and Participation (2 works) · Economics (2 works) · Geography (2 works) · Global Educational Policies and Reforms (2 works) · Inclusion (mineral (2 works) · Law (2 works) · Pedagogy (2 works)