At være ”tilpas syg” og ”tilpas dygtig

– når inklusionslogikker skaber ekskluderende praksis på pædagoguddannelsen

Resumé

[DK]

Artiklen undersøger ’nedsat tid’ i praktik på pædagoguddannelsen gennem script- og translationsanalyser, inspireret af aktør-netværksteori. Ordningen skal sikre rimelige tilpasninger for studerende med funktionsnedsættelser, som de igennem handicapkonventionen har ret til. Men analysen viser, at praksis omkring ’nedsat tid’ skaber barrierer. De studerende må performe sygdom på bestemte måder, hvilket indebærer risiko for patologisering og mistillid. Artiklen peger på, at inklusionstiltag som dette også indeholder ekskluderende mekanismer, der reelt modvirker det ideal, som tiltaget egentlig skulle opfylde.

[UK]

Being ‘sick enough’ and ‘skilled enough’ – when the logic of inclusion produces exclusionary practices in the Danish pedagogue education
This article explores ‘reduced hours’ in the Danish pedagogue education through analyses inspired by Actor-Network Theory. ‘Reduced hours’ must provide reasonable accommodations for students with disabilities, as stipulated by the UN Convention on the Rights of Persons with Disabilities. The analysis, however, shows that the practice surrounding ‘reduced hours’ generates barriers. Students are required to perform illness in specific ways, which entails risks of pathologisation and mistrust. The article argues that inclusion measures such as this also contain exclusionary mechanisms, that ultimately undermine the ideal they are intended to realize.