13 SES 10 B JS, Theorising in Inclusive Education
Joint Paper Session NW 04 and NW 13
This paper presents some initial findings of a double sided study on research in inclusive education. The first part of the study concerns the development of a framework for establishing communities of collective thinking and inquiry with a specific emphasis on bringing researchers and practitioners of inclusive education closer together. The second part concerned the findings and new ideas that where brought to light in the collective framework. The idea then was to develop dialogical research in order to help researchers and practitioners to mediate between conceptions of inclusion on the one hand and inclusion in practice on the other hand. In order to discuss the relationship between concepts of inclusion and inclusion in practice we focused on ‘thinking’ and ‘judgment’ as theoretical as well as practical activities. In this sense the resulting paper offers a theoretical and methodological approach to dialogical research and cooperation between researchers and practitioners with respect to development of the concept and practice of inclusive education. The idea of this paper is thus to discuss how thinking on inclusive education may be produced and evolved in dialogue and cooperation with representatives from a field of practice. The theoretical point of departure is Hannah Arendt’s concept of ‘thinking without a banister’ which, if expressed shortly, means to be able to think without a fixed methodology. Arendt’s “anti-“methodology was developed in light of the break in tradition which saw the traditional sources of certainty displaced by enlightenment thinking and the events of the 20th century. Arendt’s conclusion was that we could no longer rely on the religious, ideological and theoretical tradition to bring meaning in the modern world. This perspective seems more relevant than ever in light of the challenges of our time, and we are forced into new ways of trying to find and give meaning to our (inclusive education) endeavors as researchers and practitioners. This also means that what we can hope to achieve through the process of thinking, is not fixed and final conclusions, but understanding. We can reach limited and temporary understandings of the events of the world, and this is no small feat in the face of the modern world, and more significantly it allows us to act upon that world in order to improve it. This of course stands in stark contrast to certain influential discourses on education that highlight evidence and standardisation, as the way forward. With our framework we do not aim for best practices and evidence of what works, but subtle changes of the way we work with and think about how to become more inclusive in education and in academia.
Arendt, H. (1995) Men in Dark Times. New York, NY: Harcourt Brace & Company. Arendt, H. (1998) The Human Condition. Chicago, IL: The University of Chicago Press. Arendt, H. (2006) Between Past and Future. London: Penguin Books. English, A.R. (2014) Discontinuity in Learning. Dewey, Herbart and Education as Transformation. New York: Cambridge University Press Kennedy, N. and Kennedy, D. (2011) ‘Community of Philosophical Inquiry as a Discursive Structure, and its role in School Curriculum Design’ Journal of Philosophy of Education, 45: 265–283. doi:10.1111/j.1467-9752.2011.00793.x Korsgaard, M. T. (2016) ‘An Arendtian perspective on inclusive education: towards a reimagined vocabulary’ International Journal of Inclusive Education, 20(9): 934-945, doi: 10.1080/13603116.2015.1130180 Peters, R. S. (1972) Ethics and Education (London, George Allen & Unwin Ltd.)
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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