Dancing between money and ideas: inclusion in primary education
in the Czech Republic from 2005 to 2020

J 2022

Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020

DENGLEROVÁ, Denisa, Jan KALENDA, Radim ŠÍP a Markéta KOŠATKOVÁ

Základní údaje

Originální název

Dancing between money and ideas: inclusion in primary education in the Czech Republic from 2005 to 2020

Autoři

DENGLEROVÁ, Denisa (203 Česká republika, garant, domácí), Jan KALENDA (203 Česká republika, domácí), Radim ŠÍP (203 Česká republika, domácí) a Markéta KOŠATKOVÁ (203 Česká republika, domácí)

Vydání

International Journal of Inclusive Education, Oxon, TAYLOR & FRANCIS LTD, 2022, 1360-3116

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50302 Education, special

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 2.200

Organizační jednotka

Pedagogická fakulta

DOI

http://dx.doi.org/10.1080/13603116.2022.2134475

UT WoS

000873335500001

Klíčová slova anglicky

Education policy; inclusive education; primary education; situation analysis; discursive arena

Štítky

rok vydání fyzicky 2024

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 20. 9. 2024 09:42, Mgr. Daniela Marcollová

Anotace

V originále

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.

Návaznosti

GA19-13038S, projekt VaV

Název: Cesty k inkluzivní škole 21. století: etnografický přístup

Investor: Grantová agentura ČR, Cesty k inkluzivní škole 21. století: etnografický přístup

Citovat

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. 28, č. 12, s. 2853-2870. ISSN 1360-3116. Dostupné z: https://dx.doi.org/10.1080/13603116.2022.2134475.

@article{2230299,
   author = {Denglerová, Denisa and Kalenda, Jan and Šíp, Radim and Košatková, Markéta},
   article_location = {Oxon},
   article_number = {12},
   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 = {28},
   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  - 28
IS  - 12
SP  - 2853-2870
EP  - 2853-2870
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.~28, č.~12, s.~2853-2870. ISSN~1360-3116. Dostupné z: https://dx.doi.org/10.1080/13603116.2022.2134475.

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