Divergent agendas within the Danish school policy and the dilemmas this creates for teachers working with inclusive education

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This chapter reports on the dilemmas for teachers working with inclusive education in the Danish school system. Globally, schools, teachers and students are confronted with tensions between the agendas of op-timizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diver-sity of a variety of different students in the classroom on the other hand (Hamre, Morin & Ydesen 2018). In Denmark, these agendas are reflected in the educational policies of the welfare state during the last three decades (Hedegaard Hansen & Bjørnsrud 2018; Holloway & Hamre 2018).
OriginalsprogEngelsk
TitelGlobal perspectives on inclusive teacher education
RedaktørerBethany M. Rice
UdgivelsesstedHershey, PA
ForlagIGI global
Udgivelsesårjan. 2019
Sider246-259
ISBN (trykt)9781522577034
ISBN (Elektronisk)9781522577041|
DOI
StatusUdgivet - jan. 2019

    Forskningsområder

  • Grundskole, Uddannelsespolitik, Inklusion, Læreruddannelse

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