Exclusion: the downside of neoliberal education policy *

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Exclusion : the downside of neoliberal education policy *. / Hedegaard-Sørensen, Lotte.

In: International Journal of Inclusive Education, 28.05.2018, p. 1-14.

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Hedegaard-Sørensen, Lotte. / Exclusion : the downside of neoliberal education policy *. In: International Journal of Inclusive Education. 2018 ; pp. 1-14.

Bibtex

@article{2c927fd51b2e472eaa932bbaac8d0749,
title = "Exclusion: the downside of neoliberal education policy *",
abstract = "This article reports on an empirical, social-anthropological study of inclusion/exclusion in Danish public school education. The study sheds light on the downside of a neoliberal education policy that emphasises achievement. In spite of the best intentions of Danish education policy that inclusion and learning achievement should be two equal goals, it seems that inclusion, differentiation, and children in need are overlooked by teachers (during teaching), resulting in some children being excluded from classroom activities. The study is a case study of two teams of teachers over a two-year period (2014 and 2015) in one school. By analyzing vignettes of the practice of teaching, as well as interviews and discussions with teachers, the study reports on the downsides of neoliberal education policy. This policy leads to a form of teaching which focuses on school subjects and student achievement, thereby overlooking and thus excluding children who do not live up to expectations regarding their school performance.",
keywords = "Grundskole, Uddannelsespolitik, Inklusion, L{\ae}ring, exclusion, neoliberal education policy, social reproduction, Teaching",
author = "Lotte Hedegaard-S{\o}rensen",
year = "2018",
month = "5",
day = "28",
doi = "10.1080/13603116.2018.1478002",
language = "English",
pages = "1--14",
journal = "International Journal of Inclusive Education",
issn = "1360-3116",
publisher = "Routledge",

}

RIS

TY - JOUR

T1 - Exclusion

T2 - the downside of neoliberal education policy *

AU - Hedegaard-Sørensen, Lotte

PY - 2018/5/28

Y1 - 2018/5/28

N2 - This article reports on an empirical, social-anthropological study of inclusion/exclusion in Danish public school education. The study sheds light on the downside of a neoliberal education policy that emphasises achievement. In spite of the best intentions of Danish education policy that inclusion and learning achievement should be two equal goals, it seems that inclusion, differentiation, and children in need are overlooked by teachers (during teaching), resulting in some children being excluded from classroom activities. The study is a case study of two teams of teachers over a two-year period (2014 and 2015) in one school. By analyzing vignettes of the practice of teaching, as well as interviews and discussions with teachers, the study reports on the downsides of neoliberal education policy. This policy leads to a form of teaching which focuses on school subjects and student achievement, thereby overlooking and thus excluding children who do not live up to expectations regarding their school performance.

AB - This article reports on an empirical, social-anthropological study of inclusion/exclusion in Danish public school education. The study sheds light on the downside of a neoliberal education policy that emphasises achievement. In spite of the best intentions of Danish education policy that inclusion and learning achievement should be two equal goals, it seems that inclusion, differentiation, and children in need are overlooked by teachers (during teaching), resulting in some children being excluded from classroom activities. The study is a case study of two teams of teachers over a two-year period (2014 and 2015) in one school. By analyzing vignettes of the practice of teaching, as well as interviews and discussions with teachers, the study reports on the downsides of neoliberal education policy. This policy leads to a form of teaching which focuses on school subjects and student achievement, thereby overlooking and thus excluding children who do not live up to expectations regarding their school performance.

KW - Grundskole

KW - Uddannelsespolitik

KW - Inklusion

KW - Læring

KW - exclusion

KW - neoliberal education policy

KW - social reproduction

KW - Teaching

U2 - 10.1080/13603116.2018.1478002

DO - 10.1080/13603116.2018.1478002

M3 - Journal article

SP - 1

EP - 14

JO - International Journal of Inclusive Education

JF - International Journal of Inclusive Education

SN - 1360-3116

M1 - 1

ER -