Inclusive discourses in early childhood education?

Bidragets oversatte titel: Inklusive diskuser i daginstitutionen?

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

I artiklen analyses den diskursive formation af inklusion og rummelighed i en samtale mellem (fokusgruppeinterview med) daginstitutionspædagoger. Det fremanalyses, at den diskursive formation består af to konfliktende rationaler: Et essentialistisk (segregerende og diagnostiserende) rationale, som primært er på spil, når der tales om praksis, og et relationelt inkluderende rationale, som primært er på spil, når der tales om værdier for pædagogisk virke. Dermed opstår et paradoks mellem inkluderende værdier og stigmatiserende/segregerende praksis. Det argumenteres, at dette paradoks afspejler, at det er lettere at ændre værdier end praksis, da sidstnævnte fordrer (mulighed for og støtte til) refleksion over det selvfølgelige "taget for givet". Dertil kommer at politikkerne på området - trods en inklusiv retorik - i udstrakt grad kan siges at spænde ben for den inkluderende og rummelig praksis. Det konkluderes derfor, at fremmelse af inkluderende pædaogik både forudsætter, at der sættes spørgsmålstegn ved pædagogernes selvfølgeligheder, dvs at der igangsættes "double loop"-læring, og at ændring af politikkerne på området. 
OriginalsprogEngelsk
TidsskriftInternational Journal of Inclusive Education
Vol/bind15
Udgave nummer2
Sider (fra-til)233-247
Antal sider15
ISSN1360-3116
DOI
StatusUdgivet - 17 mar. 2011

Emneord

  • Inklusion
  • eksklusion
  • pædagogik
  • udsatte børn
  • diskursanalyse
  • daginstitutioner

Citer dette

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title = "Inclusive discourses in early childhood education?",
abstract = "This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate.",
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Inclusive discourses in early childhood education? / Warming, Hanne.

I: International Journal of Inclusive Education, Bind 15, Nr. 2, 17.03.2011, s. 233-247.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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