Mapping the meanings of inclusive education
A following the policy approach
Bibliographic Data
| ID | 12905808 |
|---|---|
| Authors | Ezequiel Gomez Caride (0000-0001-7434-9852, University of San Andrés, corresponding author), Clara Gobbeé (University of San Andrés) |
| Year | 2024 |
| Volume | 66 |
| Issue | 5 |
| Pages | 628-647 |
| Publication date | 2024-07-05 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Critical Studies in Education (JOURNAL) |
| Journal identifiers | ISSN: 1750-8487 • E-ISSN: 1750-8495 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/17508487.2024.2374422 |
| OpenAlex | W4400361857 |
| Language | EN |
| References cited | 41 |
Over the past few decades, inclusive education has emerged as a transformative force in educational policies worldwide, and Argentina has been no exception, witnessing numerous inclusive education reforms over the past 30 years. This article examines through a 'follow the policy' approach what are the prevailing conceptions of inclusive education within Argentina's policy-making processes. Drawing on Ball's framework, this article employs a tripartite analysis that encompasses: A) the policy-framing, B) the policy-explanation, and C) the policy-forming. This approach delves into the period between 2010 and 2020, exploring how inclusive education policies as a moving target are translated, adopted, and resisted, providing a comprehensive understanding of the dynamics at play. Results show broad spaces of reinterpretation and translation throughout the policy cycle. In educational contexts with low accountability, inclusive education reforms appear to heavily rely on teachers, particularly their storylines, and their processes of reinterpretation and translation. Their pivotal role in implementing these reforms can significantly shape the outcomes and effectiveness of inclusive practices
Epistemology · Pedagogy · Political science · Social science · Sociology · Gender Studies · Global Educational Policies and Reforms · Higher Education Governance and Development · Higher Education Learning Practices · Philosophy · Public Administration
'Inclusion in Practice'
Subject departments and the ‘implementation’ of National Curriculum policy
New directions in policy borrowing research
Strategies for ensuring trustworthiness in qualitative research projects
Teacher autonomy in the age of performance-based accountability
Policy mobilities in federal systems
Global policy mobilities in federal education systems
Fast Policy
Missing the mark
Making moves
Pro-market educational governance
The turn towards policy mobilities and the theoretical-methodological implications for policy sociology
Policy mobilities and methodology
Variaciones del Régimen Académico en Escuelas Medias con Población Vulnerable. Un Estudio de Casos en el Área Metropolitana de Buenos Aires
Understanding inclusive education
Power, politics and transnational policy‐making in education
Exclusion
Inclusive education is another country; developments, obstacles and resistance to inclusive education
Inclusion and the standards agenda
Moving towards an educational policy for inclusion? Main reform stages in the development of the Norwegian unitary school system
Inclusive education policies
Educational reform in Japan towards inclusion
Race to the classroom
Education policy
An Illusory Interiority
Assembling Urbanism
What is policy? 21 years later
| Citation velocity | historical |
|---|---|
| Highly cited | No |