Janne Hedegaard Hansen
Biographic Data
| ID | 4010651 |
|---|---|
| NAME | Janne Hedegaard Hansen |
| GIVEN NAMES | Janne Hedegaard |
| FAMILY NAME | Hansen |
| SIGNATURE | HANSEN J H |
| AFFILIATIONS | Aarhus University |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Limits to inclusion
In this article, I will argue that a theoretical identification of the limit to inclusion is needed in the conceptual identification of inclusion. On the one hand, inclusion is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that inclusion has a limit in the pedagogical practice. However, this limit is theoretically indefinite. There is thus an area of inclusive practice that is not theor…
Limits to inclusion
In this article, I will argue that a theoretical identification of the limit to inclusion is needed in the conceptual identification of inclusion. On the one hand, inclusion is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that inclusion has a limit in the pedagogical practice. However, this limit is theoretically indefinite. There is thus an area of inclusive practice that is not theor…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Limits to inclusion
In this article, I will argue that a theoretical identification of the limit to inclusion is needed in the conceptual identification of inclusion. On the one hand, inclusion is formulated as a vision that is, in principle, limitless. On the other hand, there seems to be an agreement that inclusion has a limit in the pedagogical practice. However, this limit is theoretically indefinite. There is thus an area of inclusive practice that is not theor…
Approaching Inclusion as Social Practice
The article presents the results of a review of international research investigating mechanisms and processes of inclusion and exclusion as an ongoing part of social practice in a school context. The review forms part of a research project investigating the social practices of inclusive education in primary and lower-secondary education (age 6-16) in public schools as constituted by processes of inclusion and exclusion. The project aims to shift …
Cross-professional collaboration and inclusive school development in Denmark
The paper is based on a study of cross-professional collaboration in Denmark and its impact on inclusive school development. The study takes its starting point in the understanding that all kinds of schools constitute a social practice, which is created through inclusion and exclusion processes, and characterised by both individuality and diversity, collectivity and homogeneity. Hence, we argue that inclusion is a right and an obligation for stud…
Collaborative Teaching and Inclusion (3 works) · Teacher Education and Leadership Studies (3 works) · Inclusion (mineral (2 works) · Inclusion–exclusion principle (2 works) · Political science (2 works) · Psychology (2 works) · Social exclusion (2 works) · Social Psychology (2 works) · Social Psychology (2 works) · Sociology (2 works)