Logics and Ambivalence -- Professional Dilemmas during Implementation of an Inclusive Education Practice

Although inclusion has been a value set forth in international policy arenas and a focus for school development research indicate the problems in establishing more inclusive practices. Although teachers may favor an inclusive model of education, they may experience difficulties in the implementation of inclusive practices. The aim of this article is to describe and analyze the professional experiences of a policy-driven, top-down-initiated inclusive practice in a municipally in northern Sweden. The empirical data is based on qualitative interviews with four teachers, two from special school and two from compulsory school. The result show a professional ambivalence in relation to introduction and information, cooperation and views on inclusion. The results are analyzed from an institutional viewpoint and point out that two institutional logics are apparent in the study. On the on hand an educational logic, which is formal/ideological and contains norms and values connected to ideological ideals such as normality, equality, and inclusion. On the other hand, a social logic, which was, not informal, but vague and pragmatic were differentiation and disability were key aspects. Consequently, important inter-professional aspects during an implementation process, such as information, cooperation, and views of inclusion, were characterized by ambivalence. To conclude, the article add to the discussion of challenges -- administrative, organizational, practical -- in implementing new discursive practices within inclusive education as norms and values, routines, and rituals are not easily changed, regardless of political rhetoric.