Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands
Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive educatio...
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ftunivhelsihelda:oai:helda.helsinki.fi:10138/569525 2024-02-11T10:05:03+01:00 Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands Huilla, Heidi Lay, Elizabeth Tzaninis, Yannis Department of Education Helsinki Inequality Initiative (INEQ) Social studies in Urban Education (SURE) 2024-01-09T12:53:03Z 17 application/pdf http://hdl.handle.net/10138/569525 eng eng Taylor & Francis 10.1080/03057925.2022.2065461 This work was supported by the NordForsk [Project number 86103]. Huilla , H , Lay , E & Tzaninis , Y 2024 , ' Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands ' , Compare , vol. 54 , no. 1 . https://doi.org/10.1080/03057925.2022.2065461 ORCID: /0000-0002-2845-3496/work/150780556 85db8736-b641-4a0f-af8b-b1cd95451707 http://hdl.handle.net/10138/569525 000782687500001 cc_by_nc_nd openAccess info:eu-repo/semantics/openAccess 516 Educational sciences Inclusive education inclusive practices language competence comparative research social inequality marginalisation TEACHERS INEQUALITY SYSTEMS CHOICE Article publishedVersion 2024 ftunivhelsihelda 2024-01-18T00:01:15Z Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on tensions. A qualitative thematic analysis of 22 interviews with teachers, tutors and school directors reveals that an inclusive policy frame does not prevent pedagogues from favouring a normative ‘centre’. Pupils’ local language competence becomes crucial for in-/exclusion. In addition, we find more emphasis on inclusive actions at the micro level as a response to exclusive policies and settings. This comparative study highlights the interplay among policies, practices and pedagogues’ beliefs and attitudes and how they affect one another in striving to achieve inclusive aims. Peer reviewed Article in Journal/Newspaper Iceland HELDA – University of Helsinki Open Repository |
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Open Polar |
collection |
HELDA – University of Helsinki Open Repository |
op_collection_id |
ftunivhelsihelda |
language |
English |
topic |
516 Educational sciences Inclusive education inclusive practices language competence comparative research social inequality marginalisation TEACHERS INEQUALITY SYSTEMS CHOICE |
spellingShingle |
516 Educational sciences Inclusive education inclusive practices language competence comparative research social inequality marginalisation TEACHERS INEQUALITY SYSTEMS CHOICE Huilla, Heidi Lay, Elizabeth Tzaninis, Yannis Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
topic_facet |
516 Educational sciences Inclusive education inclusive practices language competence comparative research social inequality marginalisation TEACHERS INEQUALITY SYSTEMS CHOICE |
description |
Despite a global commitment to guarantee access to and participation in high-quality education for all, the acceptance of marginalised pupils into mainstream education and changing policies and practices to support the aim are still contested challenges. This article discusses how inclusive education policy is understood and applied by pedagogues at the micro level in three different countries, Iceland, Finland and the Netherlands, focusing on tensions. A qualitative thematic analysis of 22 interviews with teachers, tutors and school directors reveals that an inclusive policy frame does not prevent pedagogues from favouring a normative ‘centre’. Pupils’ local language competence becomes crucial for in-/exclusion. In addition, we find more emphasis on inclusive actions at the micro level as a response to exclusive policies and settings. This comparative study highlights the interplay among policies, practices and pedagogues’ beliefs and attitudes and how they affect one another in striving to achieve inclusive aims. Peer reviewed |
author2 |
Department of Education Helsinki Inequality Initiative (INEQ) Social studies in Urban Education (SURE) |
format |
Article in Journal/Newspaper |
author |
Huilla, Heidi Lay, Elizabeth Tzaninis, Yannis |
author_facet |
Huilla, Heidi Lay, Elizabeth Tzaninis, Yannis |
author_sort |
Huilla, Heidi |
title |
Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
title_short |
Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
title_full |
Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
title_fullStr |
Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
title_full_unstemmed |
Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands |
title_sort |
tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in iceland, finland and the netherlands |
publisher |
Taylor & Francis |
publishDate |
2024 |
url |
http://hdl.handle.net/10138/569525 |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
10.1080/03057925.2022.2065461 This work was supported by the NordForsk [Project number 86103]. Huilla , H , Lay , E & Tzaninis , Y 2024 , ' Tensions between diverse schools and inclusive educational practices : pedagogues’ perspectives in Iceland, Finland and the Netherlands ' , Compare , vol. 54 , no. 1 . https://doi.org/10.1080/03057925.2022.2065461 ORCID: /0000-0002-2845-3496/work/150780556 85db8736-b641-4a0f-af8b-b1cd95451707 http://hdl.handle.net/10138/569525 000782687500001 |
op_rights |
cc_by_nc_nd openAccess info:eu-repo/semantics/openAccess |
_version_ |
1790601896153579520 |