Schools’ prerequisites for inclusion – the interplay between location, commuting, and social ties

Bibliographic Data

ID12577943
AuthorsKirsten Johansen Horrigmo (0000-0003-0602-4049, Horse Hospital, corresponding author), Jorunn H Midtsundstad
Year2020
Volume27
Issue4
Pages493-506
Publication date2020-12-09
Open AccessNo
TypeARTICLE
VenueInternational Journal of Inclusive Education (JOURNAL)
Journal identifiersISSN: 1360-3116 • E-ISSN: 1464-5173
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/13603116.2020.1853257
OpenAlexW3112057762
LanguageEN
Citations received1
References cited27

Recent research has focused on local context as crucial for inclusion. This paper focuses on schools’ prerequisites for inclusion and how such prerequisites can be theorised. We explore theoretically and empirically how location, commuting, and social ties interrelate and influence schools’ prerequisites for inclusion. Using case studies, we compare two schools’ local contexts. We find that the local place and community contribute to students’ relations, including how they interact with and include each other in school. We also find that the local composition of social ties is crucial for schools’ abilities to develop as inclusive communities and that commuting influences teachers’ involvement in local community and school, and with students. The theoretical model presented is used to analyze the schools’ prerequisites for inclusion

Context (archaeology · Geography · Inclusion (mineral · Interpersonal ties · Local community · Pedagogy · Political science · Public relations · Social science · Sociology · Parental Involvement in Education · Psychology · School Choice and Performance · Social Psychology · Urban, Neighborhood, and Segregation Studies

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