| DENGLEROVÁ, Denisa, Jan KALENDA, Radim ŠÍP a Markéta KOŠATKOVÁ. Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. International Journal of Inclusive Education. Oxon: TAYLOR & FRANCIS LTD, 2022, roč. 26, č. 1, s. 1-18. ISSN 1360-3116. doi:10.1080/13603116.2022.2134475. |
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@article{2230299,
author = {Denglerová, Denisa and Kalenda, Jan and Šíp, Radim and Košatková, Markéta},
article_location = {Oxon},
article_number = {1},
doi = {http://dx.doi.org/10.1080/13603116.2022.2134475},
keywords = {Education policy; inclusive education; primary education; situation analysis; discursive arena},
language = {eng},
issn = {1360-3116},
journal = {International Journal of Inclusive Education},
title = {Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020},
url = {https://www.tandfonline.com/doi/full/10.1080/13603116.2022.2134475},
volume = {26},
year = {2022}
}
TY - JOUR
ID - 2230299
AU - Denglerová, Denisa - Kalenda, Jan - Šíp, Radim - Košatková, Markéta
PY - 2022
TI - Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020
JF - International Journal of Inclusive Education
VL - 26
IS - 1
SP - 1-18
EP - 1-18
PB - TAYLOR & FRANCIS LTD
SN - 13603116
KW - Education policy
KW - inclusive education
KW - primary education
KW - situation analysis
KW - discursive arena
UR - https://www.tandfonline.com/doi/full/10.1080/13603116.2022.2134475
N2 - The aim of this study is to analyse the implementation of inclusion policy in primary education in the Czech Republic using the arena of discursive construction by the main actors and also the impact on the acceptance of inclusion. For this purpose, we use a qualitative research strategy based on situational analysis methods – the so-called maps of discursive arenas. The study describes two arenas of inclusive education between 2005 and 2020. The turning point came in 2015, when inclusion legislation was accepted. The study results suggest that both arenas are linked by two main opposing discourses. The Special Education Discourse argues that it is more effective when children of a similar level of abilities are educated together; the Inclusive Education Discourse strives to reduce segregation and isolation of pupils with various kinds of disadvantages. Both discourses tend to polarise the inclusion debate. One of the main reasons for this polarisation is that the state is failing to create a functional platform for communication which could help overcome the conflict.
ER -
DENGLEROVÁ, Denisa, Jan KALENDA, Radim ŠÍP a Markéta KOŠATKOVÁ. Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020. \textit{International Journal of Inclusive Education}. Oxon: TAYLOR \&{} FRANCIS LTD, 2022, roč.~26, č.~1, s.~1-18. ISSN~1360-3116. doi:10.1080/13603116.2022.2134475.
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