Detailed Information on Publication Record
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 KOŠATKOVÁBasic 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:
Impact factor
Impact factor: 2.200
Organization unit
Faculty of Education
UT WoS
000873335500001
Keywords in English
Education policy; inclusive education; primary education; situation analysis; discursive arena
Tags
International impact, Reviewed
Změněno: 20/9/2024 09:42, Mgr. Daniela Marcollová
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 |
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