Search

Artiklen bidrager med en historisk-pædagogisk tilgang til at forstå skole-hjem-samarbejdetsom en kompleks forhandling mellem staten, lærer og forældre, med fokuspå de rationaler og mulighedsbetingelser, der ligger til grund for, at samarbejdettager sig ud, som det gør i dag. Med et metodologisk fokus på problematisering,anskuer vi skole-hjem-samarbejdet i den eksisterende forskning og viser, at samarbejdetrummer både nutidige og historiske selvfølgeligheder og normalitetsforståelseri relation til, hvad det vil sige at være en god forælder og leve op til ansvareti samarbejdet med skolen. Endvidere viser vi med udgangspunkt i to historiskedokumenter, hvordan der sker diskursive forskydninger i, hvordan forældre ogbørn bliver forstået og problematiseret af staten, og at statens indtræden i hjemmetog vurdering af forældres evner bliver mulighedsskabende for, at grænsernemellem hjemmet og staten sløres. På denne baggrund argumenterer vi for, at skole-hjem-samarbejdet bærer på en dobbeltt ydighed, hvor grænserne for ansvaret ogmagten mellem parterne kan fremstå slørede

This article reports on a Danish study on interprofessional collaboration between child psychiatrists and educational psychologists concerning children who are categorised as being at risk. Methodologically, the analysis is grounded in qualitative interviews with psychologists. A Foucauldian approach is applied to narratives and experiences that occur within these interviews concerning external collaboration with child psychiatrists. The article is informed by the research tradition that has problematised the significance of psychiatry and diagnoses in the field of special needs education and social pedagogy. We thus enquire into how the rise of diagnostics and medicalisation affects our understanding of children's difficulties. We discuss a paradox that is present in Denmark and other countries. As educational policies emphasise inclusion, the field of schooling experiences a huge rise in children with medical diagnoses. We argue that diagnostic knowledge is itself an insufficient basis for actio...

This article explores the role of psychiatry in the sorting of schoolchildren in Denmark, Norway, and Sweden from 1920 to 1950. Whereas the role and rise of educational psychology and IQ-testing in the differentiation processes in schooling have been examined through earlier research, the role of psychiatry in the interprofessional collaboration has so far been largely unexplored when it comes to the Scandinavian case. In line with Michel Foucault, the article regards these professional efforts as part of the biopolitics, where psychiatry amongst other disciplines engaged in the development of means to involve strategically in the life of schoolchildren and their families, as part of shaping the future of the population. We argue that psychiatric sorting activities related to schoolchildren did not solely take place through IQ-testing in schools, but involved classification of children through a range of measures in various settings. We further argue that these processes took place due to local agents and initiatives in a broader context of interprofessional collaborations between psychiatrists, psychologists, and teachers, rather than top–down processes initiated by the state. The analysis in the article draws on different sources of the period: journals, articles, and monographs from the key-agents of the period.

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 optimizing the academic skills of the students on the one hand, and the inclusive agenda of handling the diversity of a variety of different students in the classroom on the other hand. In Denmark, these agendas are reflected in the educational policies and they have formed a context for teachers' practice and for teacher education. In the chapter empirical research about inclusive education will be related to discussions about teacher education and inclusive practices in schools. Critical analysis of the influence of policy and the way policy influence practice seems to be a recommended research approach in future research on inclusion. This should be reflected in teacher education.

The policy of inclusion in the Scandinavian countries is often related to the idea of the welfare state, and specifically to notions of equality, equity and democracy. The image of the welfare state seems to live well, even though structural and social barriers seem to maintain inequality when it comes to access to education. Instead of overcoming the barriers, the politics of inclusion may actually make the gap between ideals and realities more visible. In this article, we analyse the political efforts to create a more inclusive education system in Denmark in relation to these structural barriers. By applying the notions of discourse and dispositive of Foucault, we argue that the policies of educational inclusion encompass rationales and governing techniques directed at the societal and individual levels that may in itself challenge the inclusive agenda. By highlighting some of the political notions of inclusion, we highlight the discrepancies between inclusion as a political project and the structural barriers on the one hand, and inclusion as educational practice on the other. This challenges the previously accepted image of how well the Scandinavian welfare state is doing, especially as it relates to solving the gap between privilege and disadvantage in education.

This chapter will compare parallel effects, differences, and potential contradictions in school reforms and inclusive politics in the United States and Denmark. Though inclusion is often associated with the intentions of the SalamancaStatement and Framework for Action on Special Needs Education, the ideaof handling diversity in education is not new in either of the countries. Inthe United States, it primarily emerged from the civil rights movement’s fightagainst racial discrimination in society and all its institutions and, later, emphasized the constitutional rights of people with disabilities to not be segregatedin education and communities. In Denmark, as a welfare state committed tothe ideal of equality, the school has served as an important tool to mitigate theeffects from social inheritance and class background differences since the 1960s.Historically, there are examples of including students with special educationalneeds in regular classrooms before this was a stated political intention (Egelund,2000). We argue that the 2004 US Individuals with Disabilities Education Act(IDEA) – in conjunction with the 2001 No Child Left Behind Act (NCLB) –and the 2012 Danish Inclusion Act express political intentions of inclusiveschooling in the two countries. We use these and other policies to questionhow the intentions of inclusion may be challenged more broadly by some ofthe present tendencies related to testing, evaluation, accountability, market logic,and neoliberalism in the educational policies. These tendencies seem to focuson the ability and competences of the individual, which may be problematic interms of the inclusive approach to education, producing possible dilemmas forteachers and students

The theoretical framework of this paper is inspired by governmentality studies in education. The key concepts are problematization, formatting technologies, and dispositive. The paper begins with a...

Artiklen beskæftiger sig med forholdet mellem den enkelte og fællesskabet i lysets af testkultur. Den stiller således følgende beskrivelse af en elev til diskussion: ”Y er en faglig dygtig pige, hun er arbejdsom, målrettet og pligtopfyldende, men med udfordringer, der naturligt kommer på 7. klassetrin, og især på de kommende klassetrin, hvor vi arbejder mere og mere projektorienteret, i grupper osv., er det utroligt svært for Y at administrere arbejdet. Det sociale i gruppearbejdet fylder utroligt meget, både for Y og dem hun arbejder sammen med”., CEPRA-striben, Nr. 18 (2015): Nationale tests

This article examines the constructions of the deviant subject in Danish Foucauldian educational research. Following the work of Foucault, we argue that the deviant subject, on the one hand, could be considered as a subject of exemption. In this case, exemption is deduced from Foucault’s understanding of the relation between normality and deviancy. On the other hand, an examination of Danish Foucauldian disability research shows that this conception of ‘the deviant subject’ has changed over time. Hence, the present expectations of ‘the disabled’ are – more or less – influenced by contemporary discourses of general education. Thus, this article argues that Foucauldian disability studies could benefit from taking into account Foucauldian research in the field of general education. Until recently, the two research fields have been mutually isolated.

The starting point of this article is a questioning of Erving Goffman’s total institution as a concept that has mainly focused on an internal perspective on the logics of the institution. Thus there is a risk of under emphasizing how the internal dynamics are influenced byvarious social, political and economic forms of rationality that affects the institution’s internal logics and social practices. The article argues that such an analysis can be made by using Michel Foucault’s term dispositive. The dispositive offers an analysis of how the function of the total institution changes over time and how social rationales affect the institution’s internal power technologies and the construction of the subject. Based on three dispositives, the dispositive of discipline, the dispositive of security and the dispositive of governmentality, the article demonstrates how such an analysis can be approached. Thearticle provides examples of how different dispositive analyzes have been approached.