How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma

Research output: Contribution to journalJournal articlepeer-review

Standard

How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma. / Larsen, Tobias Colling; Holloway, Jessica; Hamre, Bjørn Frithiof.

In: International Journal of Inclusive Education, Vol. 23, No. 10, 2019, p. 1049-1064.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Larsen, TC, Holloway, J & Hamre, BF 2019, 'How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma', International Journal of Inclusive Education, vol. 23, no. 10, pp. 1049-1064. https://doi.org/10.1080/13603116.2019.1626497

APA

Larsen, T. C., Holloway, J., & Hamre, B. F. (2019). How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma. International Journal of Inclusive Education, 23(10), 1049-1064. https://doi.org/10.1080/13603116.2019.1626497

Vancouver

Larsen TC, Holloway J, Hamre BF. How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma. International Journal of Inclusive Education. 2019;23(10):1049-1064. https://doi.org/10.1080/13603116.2019.1626497

Author

Larsen, Tobias Colling ; Holloway, Jessica ; Hamre, Bjørn Frithiof. / How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma. In: International Journal of Inclusive Education. 2019 ; Vol. 23, No. 10. pp. 1049-1064.

Bibtex

@article{b72d5724c297419798dcd36cd9b746a4,
title = "How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma",
abstract = "The policy of inclusion in the Scandinavian countries is often related to the idea of the welfare state, and specifically to notions of equality, equity and democracy. The image of the welfare state seems to live well, even though structural and social barriers seem to maintain inequality when it comes to access to education. Instead of overcoming the barriers, the politics of inclusion may actually make the gap between ideals and realities more visible. In this article, we analyse the political efforts to create a more inclusive education system in Denmark in relation to these structural barriers. By applying the notions of discourse and dispositive of Foucault, we argue that the policies of educational inclusion encompass rationales and governing techniques directed at the societal and individual levels that may in itself challenge the inclusive agenda. By highlighting some of the political notions of inclusion, we highlight the discrepancies between inclusion as a political project and the structural barriers on the one hand, and inclusion as educational practice on the other. This challenges the previously accepted image of how well the Scandinavian welfare state is doing, especially as it relates to solving the gap between privilege and disadvantage in education",
author = "Larsen, {Tobias Colling} and Jessica Holloway and Hamre, {Bj{\o}rn Frithiof}",
year = "2019",
doi = "10.1080/13603116.2019.1626497",
language = "English",
volume = "23",
pages = "1049--1064",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",
publisher = "Routledge",
number = "10",

}

RIS

TY - JOUR

T1 - How is an Inclusive Agenda in an Excluding Education System: The Danish Dilemma

AU - Larsen, Tobias Colling

AU - Holloway, Jessica

AU - Hamre, Bjørn Frithiof

PY - 2019

Y1 - 2019

N2 - The policy of inclusion in the Scandinavian countries is often related to the idea of the welfare state, and specifically to notions of equality, equity and democracy. The image of the welfare state seems to live well, even though structural and social barriers seem to maintain inequality when it comes to access to education. Instead of overcoming the barriers, the politics of inclusion may actually make the gap between ideals and realities more visible. In this article, we analyse the political efforts to create a more inclusive education system in Denmark in relation to these structural barriers. By applying the notions of discourse and dispositive of Foucault, we argue that the policies of educational inclusion encompass rationales and governing techniques directed at the societal and individual levels that may in itself challenge the inclusive agenda. By highlighting some of the political notions of inclusion, we highlight the discrepancies between inclusion as a political project and the structural barriers on the one hand, and inclusion as educational practice on the other. This challenges the previously accepted image of how well the Scandinavian welfare state is doing, especially as it relates to solving the gap between privilege and disadvantage in education

AB - The policy of inclusion in the Scandinavian countries is often related to the idea of the welfare state, and specifically to notions of equality, equity and democracy. The image of the welfare state seems to live well, even though structural and social barriers seem to maintain inequality when it comes to access to education. Instead of overcoming the barriers, the politics of inclusion may actually make the gap between ideals and realities more visible. In this article, we analyse the political efforts to create a more inclusive education system in Denmark in relation to these structural barriers. By applying the notions of discourse and dispositive of Foucault, we argue that the policies of educational inclusion encompass rationales and governing techniques directed at the societal and individual levels that may in itself challenge the inclusive agenda. By highlighting some of the political notions of inclusion, we highlight the discrepancies between inclusion as a political project and the structural barriers on the one hand, and inclusion as educational practice on the other. This challenges the previously accepted image of how well the Scandinavian welfare state is doing, especially as it relates to solving the gap between privilege and disadvantage in education

U2 - 10.1080/13603116.2019.1626497

DO - 10.1080/13603116.2019.1626497

M3 - Journal article

VL - 23

SP - 1049

EP - 1064

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

IS - 10

ER -

ID: 213479299