Parlo Singh Workshop: The Concept of Inclusion in Educational Practice and Theory: the Challenge of Conceptualising Good Intentions

The Concept of Inclusion in Educational Practice and Theory: the Challenge of Conceptualising Good Intentions

While inclusion as a norm/measure in education can be argued from different perspectives (neo-liberal, social justice, human potential) (Kilpatrick & Johns, 2014), it can also be challenged. First, the very existence of the term presupposes exclusion (Hilt, 2016; Luhmann & Schorr, 2000). Thus, the terms on which inclusion is considered may be the reasons for exclusion in the first place. Another objection is that inclusion can be read as part of a contemporary predominantly individualistic and liberal global politics (Robinson, 2010). As a consequence policy measures may essentialise groups or individuals as vulnerable, without taking into account social conditions rendering particular groups or individuals as vulnerable and in need of inclusion (Udah, Singh, & NN, 2019).

Aim

The workshop aims to explore the different meanings of the concept in different contexts. Recognising that the conception of inclusion influences both conditions for and practices of inclusion, the exploration of should relate to theoretical and methodological aspects of research.

Proposed content

Short presentations (15 min) by

Juhar Yasin Abamosa (PhD candidate): The Role of Higher Education Institutions (HEIs) in Social Inclusion of Refugees into Higher Education. A presentation of preliminary findings and concerns

Kari Hagatun (PhD candidate): Roma mothers negotiating educational values: challenging how inclusion is understood and practiced in school

Associate professor Gunn Elisabeth Søreide: The narrative construction of «educable» and «deviant» pupils in educational policy aiming for inclusion through “early intervention”.

Comments from Professor Parlo Singh

Discussions based on the aim of the workshop of the BC-memorial lecture as well as the three contributions from UiB