Rum for kvalifikation, plads til inklusion? - om mødet mellem børn, rum og pædagogik i den danske folkeskole

  • David Thore Gravesen Pædagogik og Samfund, VIA University College, Viborg, Danmark
  • Lea Ringskou Pædagogik og Samfund, VIA University College, Viborg, Danmark

Sammendrag

The article analyzes professional identity of pedagogues in the reformed Danish primary school. The core of the analysis is the relation between space and pedagogy.  Due to the reform in 2014, the pedagogues are invited into a number of new spaces. Spaces dominated by a political and societal agenda concerning higher academic standards and effectiveness in the Danish school system. Seemingly, this agenda clashes with the ambition concerning inclusive learning environments. The demand for quality and effectiveness affects the space for inclusion. The encounter between quality and inclusion creates a paradox and a field of tension, which affects the work of the pedagogues. Which spaces for inclusion are created in the reformed school and which roles do the pedagogues play in these?

(Published: 20 December, 2016)

Citation: David Thore Gravesen og Lea Ringskou. ‘‘Rum for kvalifikation, plads til inklusion? - om mødet imellem børn, rum og pædagogik i den danske folkeskole.’’ Nordisk tidsskrift for pedagogikk og kritikk, Vol. 2, 2016, pp. 47-63.
http://dx.doi.org/10.17585/ntpk.v2.275


 

Publisert
2016-12-20
Hvordan sitere
Gravesen, D. T., & Ringskou, L. (2016). Rum for kvalifikation, plads til inklusion? - om mødet mellem børn, rum og pædagogik i den danske folkeskole. Nordisk Tidsskrift for Pedagogikk Og Kritikk, 2(3). https://doi.org/10.17585/ntpk.v2.275
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