Social (in)justice in classrooms: How can teaching reach out to all?

Abstract: The chapter sets the scene by highlighting the influence of global and local policies on inclusive and exclusive practices in schools. This chapter examines how teaching in Danish schools are influenced by transnational school policies leading to exclusion of children to special education. Alongside the school policy focus on testing, national assessment and learning outcome, policy has an explicit focus on inclusion. The chapter discuss how the Scandinavian welfare state educational values has been displaced by transnational policies. Furthermore, the chapter presents findings from a research review on inclusive education and exclusion from 2022 in which social justice and critical race theory sets the direction of a deeper understanding of inclusion and exclusion. The review includes empirical studies with a critical ethnographic approach and thus focus on the relation between teaching and societal and cultural structures.