Andreas Köpfer
Biographic Data
| ID | 5126690 |
|---|---|
| NAME | Andreas Köpfer |
| GIVEN NAMES | Andreas |
| FAMILY NAME | Köpfer |
| SIGNATURE | KÖPFER A |
| AFFILIATIONS | University of Education Freiburg |
| ORCID | 0000-0001-5760-4364 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 2 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Space, Education, and Inclusion
This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses. With research from an international range of scholars, the book explores the intersections, boundaries, and intermediary spaces of inclusion and exclusion within educational contexts. It advances thinking in inclusive education research and links discourses of the spatial turn in inclusive education with a call for …
Mapping the field
Children’s spaces of belonging in schools
This paper discusses the question: What is the explanatory power of bringing into dialogue theories of space and place with participatory research approaches that focus on joint perspectives of pupils, teachers and researchers in understanding the dynamics of children’s places of belonging in schools? It advances an argument that understanding children’s spaces of belonging in schools is relatively limited, particularly from a theoretically sophi…
Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space
In Germany and Austria, the UN-CRPD (2006) launched a series of legal developments towards inclusive education at different levels of the education system. This has required federal states to engage in a transformation of school systems and practices in order to foster all learners’ participation in a comprehensive, inclusive school development process [Slee, Roger, and Gaby Weiner. 2011. “Education Reform and Reconstruction as a Challenge to Res…
Inklusionsforschung zwischen Normativität und Empirie
Entwicklungslinien internationaler und komparativer Inklusionsforschung
Rekonstruktion und Inklusion – Perspektiven und Spannungsfelder rekonstruktiver Inklusionsforschung in der Erziehungswissenschaft
Dieser Beitrag nimmt die Verfasstheit erziehungswissenschaftlicher Inklusionsforschung zum Ausgangspunkt, die bislang wesentlich auf ‚enge‘ und ‚weite‘ Verständnisse rekurriert, und erweitert diese um die Dimension von Personen- und Strukturbezug. Eine erziehungswissenschaftliche Inklusionsforschung, die eine Operationalisierung entlang von Personenkategorien in Frage stellt, ist jedoch auf Forschungszugänge angewiesen, die (immanente) Praktiken,…
Handbuch Inklusion international / International Handbook of Inclusive Education
(Para-)professionalism in dealing with structures of uncertainty – a cultural comparative study of teaching assistants in inclusion-oriented classrooms
This article presents results from a cultural comparative research on the issue of teaching assistants’ and comparable (para-)professionals role in the international context on Inclusive Education. Due to the increasing expectations towards schools to work inclusive, in the last years assistant roles have been an important topic of educational research. On the basis of interview data collected in the UK, Canada and Germany especially the varying …
Inklusionsraum
Analysing support in inclusive education systems – a comparison of inclusive school development in Iceland and Canada since the 1980s focusing on policy and in-school support
This paper compares the systems of support in inclusive education in Canadian and Icelandic schools. The rationale for comparing these two support systems is grounded in the idea that they were developed in two countries with a long tradition of inclusive school development. They shifted the responsibility and the necessity of support for all learners towards the regular school, as it is embedded in the Salamanca Statement. The comparison is base…
Inklusionsraum
Analysing support in inclusive education systems – a comparison of inclusive school development in Iceland and Canada since the 1980s focusing on policy and in-school support
This paper compares the systems of support in inclusive education in Canadian and Icelandic schools. The rationale for comparing these two support systems is grounded in the idea that they were developed in two countries with a long tradition of inclusive school development. They shifted the responsibility and the necessity of support for all learners towards the regular school, as it is embedded in the Salamanca Statement. The comparison is base…
Inklusionsforschung zwischen Normativität und Empirie
Entwicklungslinien internationaler und komparativer Inklusionsforschung
Rekonstruktion und Inklusion – Perspektiven und Spannungsfelder rekonstruktiver Inklusionsforschung in der Erziehungswissenschaft
Dieser Beitrag nimmt die Verfasstheit erziehungswissenschaftlicher Inklusionsforschung zum Ausgangspunkt, die bislang wesentlich auf ‚enge‘ und ‚weite‘ Verständnisse rekurriert, und erweitert diese um die Dimension von Personen- und Strukturbezug. Eine erziehungswissenschaftliche Inklusionsforschung, die eine Operationalisierung entlang von Personenkategorien in Frage stellt, ist jedoch auf Forschungszugänge angewiesen, die (immanente) Praktiken,…
Handbuch Inklusion international / International Handbook of Inclusive Education
(Para-)professionalism in dealing with structures of uncertainty – a cultural comparative study of teaching assistants in inclusion-oriented classrooms
This article presents results from a cultural comparative research on the issue of teaching assistants’ and comparable (para-)professionals role in the international context on Inclusive Education. Due to the increasing expectations towards schools to work inclusive, in the last years assistant roles have been an important topic of educational research. On the basis of interview data collected in the UK, Canada and Germany especially the varying …
Mapping the field
Children’s spaces of belonging in schools
This paper discusses the question: What is the explanatory power of bringing into dialogue theories of space and place with participatory research approaches that focus on joint perspectives of pupils, teachers and researchers in understanding the dynamics of children’s places of belonging in schools? It advances an argument that understanding children’s spaces of belonging in schools is relatively limited, particularly from a theoretically sophi…
Reconstructing Students’ Appropriation of Space in Inclusive Schools in Austria and Germany Using Bourdieu’s Theory of Social Space
In Germany and Austria, the UN-CRPD (2006) launched a series of legal developments towards inclusive education at different levels of the education system. This has required federal states to engage in a transformation of school systems and practices in order to foster all learners’ participation in a comprehensive, inclusive school development process [Slee, Roger, and Gaby Weiner. 2011. “Education Reform and Reconstruction as a Challenge to Res…
Space, Education, and Inclusion
This timely, edited volume brings together interdisciplinary perspectives on space and spatiality in inclusive education discourses. With research from an international range of scholars, the book explores the intersections, boundaries, and intermediary spaces of inclusion and exclusion within educational contexts. It advances thinking in inclusive education research and links discourses of the spatial turn in inclusive education with a call for …
Political science (9 works) · Sociology (7 works) · Sociology and Education Studies (6 works) · Pedagogy (5 works) · Inclusion (mineral (4 works) · Social science (4 works) · Collaborative Teaching and Inclusion (3 works) · Computer Science (3 works) · Psychology (3 works) · Children's Rights and Participation (2 works)