Reflexive professional subjects: knowledge and emotions in the collaborations between teachers and educational - psychological consultants in a Danish school context

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In this article, we investigate how the shift towards inclusiveeducation in Danish schools changes and affects the ways inwhich educational-psychological advisory service (in Danish,PPR) units and school staffcollaborate. Since inclusion is gen-erally a matter of ensuring that every child can be accommo-dated within the mainstream school system, the increasedinclusion agenda has altered the type of support that PPRstypically offer. Classic psychological assessments now playa lesser role, with PPR staffexpected to conduct consultativework to promote the school staff’sreflection on their ownpractice, with the aim of supporting the inclusion of children.Based on an ethnographic study of the collaboration betweenPPR and school staff, we investigate the impact of the changeson the forms of knowledge and professional subjectivities thatare produced, as well as the emotional work that is involved.
Original languageEnglish
JournalInternational Studies in Sociology of Education
Volume28
Issue2
Pages (from-to)168-185
Number of pages18
ISSN0962-0214
DOIs
Publication statusPublished - 2019

    Research areas

  • Reflexion, Pedagogues, Teachers, Educational psychological consultancy service, Inclusion, Reform

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