Grænsen for inklusion i den danske folkeskole

Maria Rejkjær Holmen, Clara Klint Jentzsch

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    Abstract

    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.
    OriginalsprogDansk
    TidsskriftTidsskrift for Medier, Erkendelse og Formidling
    Vol/bindÅrg. 1
    Udgave nummer2
    Sider (fra-til)95-111
    Antal sider15
    ISSN2245-9855
    StatusUdgivet - 2013

    Emneord

    • Skoler, fag og institutioner

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