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 and Markéta KOŠATKOVÁ

Basic information

Original name

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

Authors

DENGLEROVÁ, Denisa (203 Czech Republic, guarantor, belonging to the institution), Jan KALENDA (203 Czech Republic, belonging to the institution), Radim ŠÍP (203 Czech Republic, belonging to the institution) and Markéta KOŠATKOVÁ (203 Czech Republic, belonging to the institution)

Edition

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

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50302 Education, special

Country of publisher

United Kingdom of Great Britain and Northern Ireland

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 2.200

Organization unit

Faculty of Education

DOI

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

UT WoS

000873335500001

Keywords in English

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

Abstract

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.

Links

GA19-13038S, research and development project

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

Investor: Czech Science Foundation, Roads Towards 21st Century Inclusive School: An Ethnographic Approach

Citovat

DENGLEROVÁ, Denisa, Jan KALENDA, Radim ŠÍP and 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, vol. 28, No 12, p. 2853-2870. ISSN 1360-3116. Available from: 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 and 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, vol.~28, No~12, p.~2853-2870. ISSN~1360-3116. Available from: https://dx.doi.org/10.1080/13603116.2022.2134475.

Detailed Information on Publication Record