Resolving dilemmas
Swedish special educators and subject teachers’ perspectives on their enactment of inclusive education
Bibliographic Data
| ID | 11488000 |
|---|---|
| Authors | David Paulsrud (0000-0002-8423-2428, Uppsala University, corresponding author) |
| Year | 2024 |
| Volume | 39 |
| Issue | 2 |
| Pages | 303-320 |
| Publication date | 2024-03-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Education Policy (JOURNAL) |
| Journal identifiers | ISSN: 0268-0939 • E-ISSN: 1464-5106 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02680939.2023.2210102 |
| OpenAlex | W4368363800 |
| Language | EN |
| Citations received | 7 |
| References cited | 36 |
This article presents the findings from an interview study with 12 subject teachers and special educators in three Swedish lower secondary schools. The purpose of the study was to explore how school professionals perceive and respond to dilemmas related to inclusive education that require prioritizations between conflicting values, principles or goals. Through the use of conceptual tools and theoretical notions of policy enactment, the article sheds light on how such dilemmas can be played out in practice. Four different dilemmas were discerned in the analysis: special vs. general education settings, external control vs. professional freedom, curricular demands vs. students’ needs and individual vs. group. The analysis illustrates how actors’ perceptions and responses to dilemmas can be framed by policy demands in different ways, but also by contextual factors and the actors’ roles and positions in their schools. In this way, the article provides a partly new understanding of such processes in relation to previous research. Moreover, it is argued in the article that the notion of dilemmas provides an educational dimension that can be an important addition in analyses of policy enactment
Control (management · Dilemma · Dimension (graph theory · Epistemology · Inclusion (mineral · Management · Pedagogy · Perception · Political science · Public relations · Social science · Sociology · Special education · Subject (documents · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Psychology · Teacher Education and Leadership Studies
Like oil and water?
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Mainstream teachers, collegial learning and inclusive education in Sweden
Teachers’ values in a space of change
The SEN industry and teachers’ CPD
Challenges to inclusive teaching during war
Beyond the ‘dilemma of difference’
How Schools Do Policy
Equity in Education
'Inclusion in Practice'
International perspectives and trends in research on inclusive education
Logics and ambivalence – professional dilemmas during implementation of an inclusive education practice
Is there something rotten in the state of Denmark? The paradoxical policies of inclusive education – lessons from Denmark
An amalgam of ideals – images of inclusion in the Salamanca Statement
Inclusion and the standards agenda
Belonging in an age of exclusion
Inclusive teaching strategies – dimensions and agendas
How teachers see policy
How inclusion became exclusion
Education, Inclusion and Individual Differences
Using thematic analysis in psychology
Policy actors
Policy subjects and policy actors in schools
| Citations per year | 3.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |