Reading the schoolchild
Teacher perspectives on equality under Danish inclusion reform policies
Bibliographic Data
| ID | 12579388 |
|---|---|
| Authors | Ida Spangsberg (0000-0002-0445-315X, Aalborg University, corresponding author) |
| Year | 2023 |
| Volume | 29 |
| Issue | 4 |
| Pages | 520-533 |
| Publication date | 2023-03-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Inclusive Education (JOURNAL) |
| Journal identifiers | ISSN: 1360-3116 • E-ISSN: 1464-5173 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/13603116.2023.2193205 |
| OpenAlex | W4361029756 |
| Language | EN |
| References cited | 24 |
The Nordic education system centers ideologically on the idea that schools should be comprehensive and ‘for all’. A central dilemma however exists between ‘including all’ while still finding the means to differentiate in the same school. This article explores how the concept of the child has materialised into particular figurations of the schoolchild, by examining what produces the boundary-making practice between the normal schoolchild and the not-fully-schoolchild. The empirical example used for the analysis constitutes debates regarding two educational reforms in 1993 and 2014 targeting the Municipal primary and lower secondary school [Folkeskolen] in Denmark.Using posthuman theory and critical childhood studies, I explore how teachers debate the differences associated with inclusion and exclusion. The analysis shows that the figurations of the not-fully-schoolchild are intertwined with ideas of irreparable damage, lack of family support, and being harmful to themselves and other pupils. The not-fully-schoolchild has problems greater than their teachers and school can handle and therefore cannot be included in mainstream education. The figuration of the normal schoolchild does not include those with behavioural and emotional problems, and the effects of not viewing such children as fully schoolchildren involve the risk of exclusion from everyday school life
Dilemma · Epistemology · Ideology · Inclusion (mineral · Inclusion–exclusion principle · Mainstream · Mainstreaming · Mathematics education · Pedagogy · Political science · Politics · Reading (process · Social science · Sociology · Special education · Children's Rights and Participation · Early Childhood Education and Development · Law · Psychology · Youth Education and Societal Dynamics
Neoliberal education? Confronting the slouching beast
Teachers Unions in the Nordic Countries
The Posthuman Child
Karen Barad as Educator
Childhood and Society
Navigating the Postqualitative, New Materialist and Critical Posthumanist Terrain Across Disciplines
Race, nation and education
Refugee education
Difference and school exclusion in a time of Covid-19
Infrastructures and phantasmagrams of inclusions that exclude
Toward a critical posthuman understanding of teacher development and practice
Towards the human, after the child of Man
An Illusory Interiority
The Alchemy of the Mathematics Curriculum
Risking erasure? Posthumanist research practices and figurations of (the) child
Interrogating innocence
Unsettling the Coloniality of Being/Power/Truth/Freedom
Voice Without a Subject
The 'savage' child and the nature of race
A Theoretical Framework for the Critical Posthumanities
| Highly cited | No |
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