Grænsen for inklusion i den danske folkeskole

This article explores what goes on in a pedagogical practice in which
inclusion is said to be on the agenda. The article revolves empirically around
the pupil Katinka, who the teachers think is neither capable of becoming
included nor should be included. From a social constructionist perspective,
the classroom interactions are observed as a discursive landscape in which
processes of positioning and categories assert themselves. The article
discusses how categories of gender and children with special needs become
significant in processes of inclusion and exclusion in a school practice. The
article thus contributes an empirical discussion of inclusion.