Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/208820 
Authors: 
Year of Publication: 
2012
Series/Report no.: 
PhD Series No. 24.2012
Publisher: 
Copenhagen Business School (CBS), Frederiksberg
Abstract: 
This thesis examines “reflexivity” as the key theme for understanding how Danish school managers work with the currently influential political vision of including students with special needs in the common school (educating children aged 5-16). Despite repeated attempts to realize the vision of inclusion, the number of students referred to special pedagogical services, and thus segregated from the common school, has continued to grow, especially since 1995. There is a widespread consent that this development is due to the schools’ practices and socially constructed categories of “special needs” and “normalcy.” Pedagogical scholars and recent policy initiatives posit that schools can achieve the much-wanted cultural change towards inclusion if teachers reflect (more) on their mindsets and practices. When advocating inclusion, scholars often refer to school managers as “leaders of meaning construction,” thus emphasizing their importance in facilitating cultural change. Existing knowledge practices are depicted as too “durable” with the unintended side-effects of segregation and budget overruns, and school managers are, following, encouraged making teachers change their practices through (self-) reflexivity.
Persistent Identifier of the first edition: 
ISBN: 
9788792842756
Creative Commons License: 
cc-by-nc-nd Logo
Document Type: 
Doctoral Thesis

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