![]() Few authors have discussed inclusion’s conceptual framework regarding schools using sociological perspectives (Felder Citation2018), and not many researchers have used Niklas Luhmann’s theory to discuss the theoretical aspects of the notion of inclusion in schools (Baraldi and Corsi Citation2017 Hilt Citation2017 Qvortrup and Qvortrup Citation2018). This article aims to contribute to the theoretical understanding of inclusion to explore how inclusion and exclusion are continually ongoing processes that are constructed by communication at different levels in society. Citation2020 Halinen and Järvinen Citation2008). However, inclusive education as a normative, based policy is challenging to explore in research and to achieve in specific educational situations because context and individuals differ from situation to situation (Caspersen et al. Commonly, researchers who study inclusive education refer to the Salamanca statement to highlight the importance of social justice, democracy, and the elimination of all forms of exclusion and discrimination (Hernández-Torrano, Somerton, and Helmer Citation2020). Some believe that the core concept of inclusion only concerns specific groups or categories of people, whereas others maintain that inclusion involves everyone (Nilholm and Göransson Citation2017). Lately, several schools have produced systematic reviews on the concept of inclusion and have noted that the definition of inclusive education differs between theoretical approaches. However, the understanding and definition of the concept and development of inclusive practices differ in and between different countries and make researching inclusive education even more essential for understanding what inclusion is and how it can be achieved (Hernández-Torrano, Somerton, and Helmer Citation2020). Beyond Salamanca, interest in inclusive education has risen in member states and organisations that signed the statement, politics, and research and educational organisations. The Salamanca document features normative principles for inclusion that recognise institutions that include every student, highlight diversity as an asset, support learning, and respond to individual needs (UNESCO Citation1994, Citation2020). ![]() ![]() The general focus on school inclusion can be traced back to The Salamanca Statement and Framework for Action on Special Needs Education that was crafted in 1994 (UNESCO Citation1994). In this theoretical contribution to understanding inclusive education, we seek to intertwine Luhmann’s theory of inclusion and exclusion with the institutional theory of the social construction of reality to discuss how policy, management, teaching, student relationships, and everything within the context of education that involves communication can create institutionalised systems with mechanisms that form persistent exclusion for some students. ![]() what criteria apply to the access and rejection of a system. Furthermore it is shown how subsystems include and exclude, i.e. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. ![]() This article explores the understanding of inclusive education through the lens of social system theory developed by Niklas Luhmann as well as theory of institutionalism. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. Such terms are challenging to translate into real practice because their meanings depend on a subjective evaluation related to the time and place where inclusion is supposed to happen. Empirical research on inclusive education is often normative since it is based on terms such as ‘justice’ and ‘democracy’. The meaning of the term ‘inclusion’ is often taken for granted and seldom defined. ![]()
0 Comments
Leave a Reply. |