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Understanding inclusive education – a theoretical contribution from system theory and the constructionist perspective
International Journal of Inclusive Education ( IF 2.863 ) Pub Date : 2021-06-27 , DOI: 10.1080/13603116.2021.1946725
Anna Cecilia Rapp 1 , Anabel Corral-Granados 1
Affiliation  

ABSTRACT

The meaning of the term ‘inclusion’ is often taken for granted and seldom defined. Empirical research on inclusive education is often normative since it is based on terms such as ‘justice’ and ‘democracy’. 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. Inclusive education, therefore, is challenging to explore in research and to achieve in educational situations. 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. With the perspectives underlying mechanisms that create inclusion and exclusion in schools are identified at different institutional levels. Furthermore it is shown how subsystems include and exclude, i.e. what criteria apply to the access and rejection of a system. 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.



中文翻译:

理解全纳教育——系统论和建构主义视角的理论贡献

摘要

“包容”一词的含义通常被认为是理所当然的,很少有定义。全纳教育的实证研究通常是规范性的,因为它基于“正义”和“民主”等术语。这些术语难以转化为实际实践,因为它们的含义取决于与应该发生包容的时间和地点相关的主观评估。因此,在研究中探索和在教育环境中实现全纳教育具有挑战性。本文从尼克拉斯·卢曼 (Niklas Luhmann) 发展的社会系统理论和制度主义理论的角度探讨了对包容性教育的理解。在不同的机构层面确定了在学校中创造包容和排斥的潜在机制的观点。此外,还显示了子系统如何包含和排除,即什么标准适用于系统的访问和拒绝。在这个对理解包容性教育的理论贡献中,我们试图将卢曼的包容和排斥理论与现实社会建构的制度理论交织在一起,讨论政策、管理、教学、学生关系以及教育背景下的一切交流可以创建制度化的系统,其机制对某些学生形成持续排斥。

更新日期:2021-06-28
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