liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
‘As an educator you have to fix many things on your own’: A study of teachers’ perspectives on organizing inclusion in various welfare contexts.
Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning.
2015 (English)In: Rights of Children in the Nordic Welfare States: Conceptual and Empirical Enquiries / [ed] Gro Hellesdatter Jacobsen, Århus: Aarhus University Press , 2015, 145-167 p.Chapter in book (Refereed)
Abstract [en]

Although the school and welfare systems in Japan, Germany, and Sweden are organized differently, public school teachers from each of these countries express common concerns about the possibilities and challenges of organizing inclusive educational settings in general school contexts. These results come from a comparative study based on focus group interviews with teachers in these three countries. The teachers discuss the possibilities and challenges of multiprofessional collaboration in their respective school systems. Rather than analysing differences between the systems, this chapter focuses on common needs from a teacher’s perspective. The purpose of this chapter is to describe possible dilemmas occurring in relation to the inclusion paradigm of schools in different national school systems. This chapter illustrates how taking teachers’ perspectives into account is an important precondition for developing inclusive practices in school settings. Children meet the welfare system through the teachers; with their central position in schools, teachers have the potential to facilitate the meeting between the individual and the social institutions. Accessibility of services and communication that functions well with and between different professional groups is crucial when organizing support structures. The chapter takes as its point of departure discourses on inclusion as part of a human rights agenda.

Place, publisher, year, edition, pages
Århus: Aarhus University Press , 2015. 145-167 p.
Series
NSU Press/Aarhus University Press
Keyword [en]
school, welfare, multi-professional collaboration, international comparison, teachers' perspective
National Category
Social Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-114705OAI: oai:DiVA.org:liu-114705DiVA: diva2:792132
Available from: 2015-03-03 Created: 2015-03-03 Last updated: 2015-03-03

Open Access in DiVA

No full text

Authority records BETA

Kreitz-Sandberg, Susanne

Search in DiVA

By author/editor
Kreitz-Sandberg, Susanne
By organisation
Faculty of Educational SciencesEducation, Teaching and Learning
Social SciencesEducational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 122 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf