Modeli legitimizatsii inklyuzivnogo obrazovaniya v Chehii

SHMIDT, Victoria and Karel PANČOCHA. Modeli legitimizatsii inklyuzivnogo obrazovaniya v Chehii (The Models of Legitimizing Inclusive Education in the Czech Republic). Zhurnal issledovaniy sotsialnoy politiki. 2013, vol. 2013, No 4, p. 547-560. ISSN 1727-0634.

Basic information

• Original name: Modeli legitimizatsii inklyuzivnogo obrazovaniya v Chehii
• Name (in English): The Models of Legitimizing Inclusive Education in the Czech Republic
• Authors: SHMIDT, Victoria (643 Russian Federation, guarantor, belonging to the institution) and Karel PANČOCHA (203 Czech Republic, belonging to the institution).
• Edition: Zhurnal issledovaniy sotsialnoy politiki, 2013, 1727-0634.

Other information

• Original language: Russian
• Type of outcome: Article in a journal
• Field of Study: 50403 Social topics
• Country of publisher: Russian Federation
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• RIV identification code: RIV/00216224:14410/13:00070699
• Organization unit: Faculty of Education
• UT WoS: 000420623600008
• Keywords in English: inclusion legitimacy discourses of education childhood
• Tags: International impact, Reviewed

Abstract

Statya obsuzhdaet problemu legitimizatsii inklyuzivnogo obrazovaniya v Chehii, kotoroe, nesmotrya na vvedenie pravovyih regulyatsiy, ostaetsya malo priznannyim sredi kak praktikov, tak i grazhdan. Teoreticheskaya osnova integriruet diskussiyu o legitimizatsii demokraticheskogo upravleniya v analiz prodvizheniya inklyuzii. Tri tipa legitimizatsii rassmatrivayutsya v kontekste izmenyayuscheysya roli spetsialistov pri prodvizhenii inklyuzii. Analiz publichnyih diskussiy vyiyavil tri deystvuyuschih modeli legitimizatsii inklyuzii: kak instrumenta individualizatsii obrazovaniya, instituta shkolyi dlya vseh i ideologii monitoringa obrazovatelnogo uchrezhdeniya. Nesmotrya na razlichiya v professionalnom statuse nositeley modeley, ih protivopolozhnom otnoshenii k sovmestnomu obucheniyu detey s «problemami» i bez, aktoryi cheshskogo obrazovaniya operiruyut isklyuchitelno output-legitimizatsiey i ostayutsya v ramkah utilitarnogo podhoda k obrazovaniyu.

Abstract (in Czech)

Článek rozebírá problém legitimizace inkluzivního vzdělávání v současné ČR, které má dvojité postavení, na jednou stranu je prosazeno v legislativě a podle Zákonu legální, ale zároveň není v dostatečné míře legitimní – není akceptováno mezi klíčovými stakeholdery inkluzi: rodiči intaktních dětí a pedagogy. Teoretický základ výzkumu se skládá z aplikace tříčlenné koncepci legitimizace k postojům odborníků různých pasem vzdělávacího systému.

Abstract (in English)

In the Czech Rep., inclusive education obtains twofold status, legal but not legitimized yet. While the Ministry of education, youth, and sports tried to establish regulations towards inclusive education, these attempts were blocked by local authorities. The question How to promote inclusion requires juxtaposing two research perceptivities, general evaluation of mechanisms towards legitimizing educational strategies and discourses applied by agents in favour of (de)legitimacy of inclusion. Typical of the post-socialist Czech education, the extreme decentralization demands the methodology placing the issue of legitimacy into the contexts of local governance. We apply the threefold concept of legitimacy (input, throughput, and output types) to scrutinize the operating system of education in order to: (1) avoid simplified mapping of actors on adherers and skeptics regarding inclusion, and introduce indices for recognizing potential agents able to implement the key role in each of the legitimacy type; (2) incorporate into the analysis such driving forces as coordinative and communicative discourses as the ideological grounds for promoting inclusion; (3) connect obstacles to developing inclusive education with the general tends in democratic governance. The data gathered from several public debates related to the inclusion have indicated three models legitimizing inclusive education. Despite the opposite attitude to the worthwhileness of joint education of children with and without special needs, actors expound compatible arrays of concepts around education and childhood emphasizing output legitimacy but remain in mutual opposition because of different vision on the indices of efficient education. The disclosed shortcomings in the idea of legitimacy map possible implications for integrating research, training, and policy-making towards inclusive education.

Links

• EE2.3.30.0037, research and development project: Name: Zaměstnáním nejlepších mladých vědců k rozvoji mezinárodní spolupráce