Heroes”, “victims”, and “villains”
Policy narratives on inclusion in Norwegian and Italian educational documents
Bibliographic Data
| ID | 12682126 |
|---|---|
| Authors | Tommaso Rompianesi (0000-0001-9868-9958, University of Bergen, corresponding author), Line Torbjørnsen Hilt (0000-0002-6189-0145, University of Bergen) |
| Year | 2024 |
| Volume | 35 |
| Issue | 4 |
| Pages | 419-442 |
| Publication date | 2024-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Intercultural studies (JOURNAL) |
| Journal identifiers | ISSN: 0952-391X • E-ISSN: 1469-8439 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/14675986.2024.2379191 |
| OpenAlex | W4401037863 |
| Language | EN |
| References cited | 32 |
This paper will investigate how specific narratives on the inclusion of minority language students (MLSs) are constructed in Norwegian and Italian educational policy documents. We will employ the Narrative Policy Framework's (NPF) analytical categories with an interpretative narrative approach to reconstruct the two national policy narratives and compare their salient features. In response to international trends of inclusive education, Norway and Italy have developed two different educational policy models for the inclusion of MLSs. Norway operationalised inclusion through 'adapted education' for all students, while Italian policy defined an 'Italian path towards the intercultural school'. The results will show that the Norwegian approach to inclusive education is sustained by what we define as a technocratic (efficiency-oriented) narrative, while the Italian intercultural education employs a normative (ideologically-based) narrative. Despite the differences, the two policy narratives share an unresolved tension between a universalistic and particularistic stance. In the policy documents, the inclusive/intercultural education for all students is ambiguously complemented by integration measures designed explicitly for MLSs. The study will illustrate the travelling nature of inclusive and intercultural education in the policy domain and show that the policy shift towards inclusion needs to be understood as an ongoing and non-linear process
Education policy · Higher education · Higher education policy · Ideology · Inclusion (mineral · Linguistics · Narrative · Normative · Norwegian · Pedagogy · Political science · Politics · Social science · Sociology · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms · Law · Public Administration
Research Methods in Education
Analyzing Narrative Reality
The Culture of Education
From integration to inclusion
Still Social and Democratic? Inclusive Education Policies in the Nordic Welfare States
The Narrative Policy Framework
The Routledge Handbook of Scandinavian Politics
Interculturalism, education and society
Hybrid forms of education in Norway
The Nordic Model in Education
Thematic Analysis
Intercultural education in transition
Engaging with diversity
Literacy instruction and integration
Included as excluded and excluded as included
Adapted education
Constants and Contexts in Pupil Experience of Learning and Schooling
The public face of teacher identity—narrative construction of teacher identity in public policy documents
Educational Governance and Social Inclusion and Exclusion
The Narrative Construction of Reality
| Highly cited | No |
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