Inclusion In Primary Schools

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Social Class and Inclusion in Primary Schools

Social Class and Inclusion in Primary Schools


The social intentions of primary school education are characterized by emphasizing democracy. In the last century, especially after the Second World War, democracy became a key word in many relationships, including in the school debate, where he won a democratic education base. Since 1975, explicitly stated in the clause of the objectives of the Act 6 Folkeskole that the school is large and has to educate students for democracy (Apple, 2001, 66).

Thus the virtues of freedom and democracy have been central elements in continuous and acting school for half a century, but the content of these virtues has changed the political climate of the country. When dominated by social currents, the element of democracy was emphasized by the fundamental values of equality and equity, while the right-wing and liberal currents tended to emphasize the fundamental value of freedom as the free market and to associate democracy with the fundamental value of individual liberty. These differences also relate to and reflect the importance attached to different social - the values of citizens - as opposed to personal values (Henry, 2003, 124).

Progressive Primary Schools

The following description of the two school contexts is based on the interview with the principal and written materials obtained from the school. It focuses on parameters such as socio-economic base of the school district structure9 organization, school goals and values in social education. Interviews with school principals took place before collecting any other data from schools, and each interview lasted approximately one hour. The quotations from the interviews are translated from to English for me, and so are all text references. The first school, which I call the A-school, is situated on the outskirts of major provincial cities in England (250,000 citizens). The area consists primarily of single family homes and townhouses, and less public buildings home (Hirsch, 2007, 66).


Our own view of inclusion was not one that could provide schools with a plan of action or, indeed, a delivery model which could aspire. Like other research teams have applied a broad set of values understood to be inclusive, and that is articulated as a commitment to equity, and increase the participation of all children (rather than a marginalized group or other type) in a common education. However, these parameters only outlined the background to the specific development work. It was our view that the values put into action in individual contexts including development can be problematic.

Although research and practice to date had given some examples of schools, classrooms and systems development in an inclusive sense, other studies suggest that these systems however, tend to play (or even larger) patterns existing exclusion. Therefore, do not try to determine why schools should be inclusive practices similar or how they should be developed, but opted to see both the nature of inclusive practices and development as issues to be analyzed.

In this context, we were interested in how inclusion was built by ...
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