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Including the excluded–
Dilemmas in managing social justice in inclusive practices
Ann-‐Carita Evaldsson, Uppsala UniversityEva Hjörne, University of Gothenburg
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General Background
• Interest in the management of inclusive policy in everyday practices in a school where not everyone fits in and pupils are excluded (in terms of ethnicity, gender, class, disability,etc)
• Inclusion speaks to social and democratic justice and the recognition of pupils’ rights in terms of equity in a school for all (Slee, 2001; Fraser, 2005).
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Research on inclusion and justice• Inclusion – a catch-‐phrase used worldwide and the ideology of
today (cf. ’one school for all’), indicating a right to an equal school for everyone and a development from special education to inclusive education (Slee & Allen, 2001)
• Previous research on ideological aspects of inclusion show that integration, labelling and differentiation still are predominant (Nilholm et al, 2010; Haug, 2014; Slee & Allen, 2001)
• Some argue it is a matter of a discursive change rather than a change in practice and ”a feel-‐good rhetoric that no one could be opposed to“ (Armstrong et al, 2011)
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Few studies of inclusive practices
• To include is not necessarily the same as being inclusive, ”to shift students around on the educational chessboard is not in or of itself inclusive”(Graham & Slee, 2008, p. 278)
• Few studies focusing on social justice and inclusive practice from children’s perspectives (see Renshaw, Choo & emerald, 2014; Hjörne & Evaldsson, 2014)
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FOCI OF INTEREST•the local social processes through which an ideology of inclusion is managed in a comprehensive school in Sweden•How children’s perspective is taken into account across various classroom activities and social constellations•the forms of participation adopted by, or imposed to, individual children as part of inclusive practices
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Empirical setting, data and method• Video ethnography of classroom interaction in a school with an ideology of inclusion
• Case-‐study of one individual, a boy, Khalil, 9 years old, with special needs
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Micro-‐sociological approaches• Local identities become intelligible with reference to socially
circulating ideologies, reconcontextualized in specific ways (Rampton, 1999; Wortham, 2008).
• Participation as locally produced and maintained through interaction and practical activities within classrooms (MacBeth, 2000; Austin, Dwyer & Freebody, 2003; Goodwin, 2000, Renshaw et.al, 2014; Hjörne & Evaldsson, 2014;)
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Analytical questions
•What dilemmas of inclusive practices/ideologies are managed in everyday classroom activities?
•What forms of participation emerge in the classroom?
•What forms of recognition is accomplished in the classroom in order to be inclusive/ to be included?
•How is children’s perspective and agency displayed in this process?
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Trajectory of shifting forms of participation • Excerpt 1. Student initiating peer learning participation • Excerpt 2. Negotiating access to a peer activity• Excerpt 3. Teacher monitoring peer participation
• Excerpt 5 Teacher taking control over peer activity• Excerpt 7. Teacher evaluating peer learning activities• Excerpt 8 Dilemmas in managing inclusive practices
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Ex. 1 Intitiating a Peer learning activity
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1. Student initiating peer participation
1.Teacher: Now I’ll remove a ”n” there [rub out] and then I’ll ask you to put one more ”t” there [pointing with the pencil in the book]
2.Khalil: (( is writing))
3. Teacher: Mmm, then you can show them to me and I can see that you have done right, now you’ve started on two goals here (3) then I’ll like to show you a material where you can work with capital letters and full stop
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2. Student initiating peer participation
4. Khalil: I would very much like to do a math-‐game together with someone, Filip, I can ask if he would like to do so
5. Teacher: Are you going to ask Filip then (?) if he wants to join you (?)
6. Khali: (( is leaving))
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3. Negotiating access to peer-‐learning activity
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3. Negotiating access to peer learning activity
27. Teacher: [turning towards Filip] what is it you’re going to do 28. Filip: I don’t know 29. Teacher: No, Khalil has a question he wants to put to you30. Khalil: Do you want to play a maths-‐game with me (?)31. Filip: I don’t care ((walks away))32. Khalil: An amusing one ((follows F))33. Filip: don’t care ((walks away))34. Khalil: Yes you do (follows F, tapping his shoulder))35. Filip: I don’t care ((walks towards his friends))36. Khalil: Yes, what are you gonna do now [?]
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Teacher taking command over peer participation
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4. Monitoring peer learning activity
41. Teacher: What about it, Filip, are you gonna do a maths-‐game with Lin-‐ Khalil [?]
42. Filip: don’t care ((standing at a table with other pupils))43. Teacher: Come, Lin-‐Filip44. Khalil: Filip! ((standing at the same table as Filip))45. Teacher: Khalil, you can come too
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5. Taking command over peer activity50. Teacher: Come [towards Filip] what kind of job are you going to do 51. Filip: Don’t know52. Teachers: You don’t know [?] how can you get to know what it is
you’re supposed to do [?]53. Filip: ((mumble))54. Teacher: You don’t know a bit of what you’re going to do and not,
what kind of job you have, nothing [?] 55. Filip: ((inaudiable))56. Teacher: No, but then I’ll decide for you, Then I’ll decide you’re
doing a ga-‐ Mia’s maths-‐game with, with
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Ex 7 Evaluating peer learning activity
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7. Evaluating peer learning activity
1. Teacher: Is it good for Khalil when you’re doing like that [?]2. Filip: What [?]3. Teacher: Will it be good for Khalil, that’s one of our goal doing good
for the other, will it be good for Khalil now [?]4. Filip: What do you mean being good for Khalil [?]5. Teacher: That’s what we have to think about6. Filip: What do you actually mean [?]7. Teacher: As you know, we are going to do the very best for the other,
how do you do so that it will be good for Khalil[?]
The boys are talking silent with each other while the teacher is speaking
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7. Managing dilemmas
8. Filip: What [?]9. Teacher: What are you doing so that it will be good for Khalil [?]10. Filip: I don’t know11. Teacher: But hallo, hallo, (moving towards the boys) we do have that
as a goal working with doing the very best for the other, Filip
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Some preliminary conclusions
• Different forms of a child’s participation and recognition are enacted within teacher led activities and peer initiated activities
• Several dilemmas in the management of inclusive education as displayed in everyday practice:
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Doing being inclusive
• The question is whether the forms of participation accomplished in everyday classroom activities capture children’s perspective and issues of social justice?