Situated inclusion: A Framework for localised Inclusive Education in the Faroe Islands
DOI:
https://doi.org/10.7146/ejie.v5i1.153126Keywords:
Situated Inclusion, Inclusive Education, The Faroe Islands, Educational PolicyAbstract
This article presents and explores the concept of situated inclusion as a framework for understanding inclusion as a dynamic process that requires local transfer, translation and transformation. By analysing inclusive school environments in the Faroe Islands, the study highlights the necessity of situating inclusion within the local societal, cultural, and geographical settings. The research employs a Situational Analysis approach, incorporating documents, observations and interviews with various stakeholders, including administrators, leaders, advisers, teachers, pupils, parents and others to gather insights into their experiences and perspectives on inclusion. This approach allows for a comprehensive understanding of the factors influencing the development of inclusive policy and practices within the local situation. The findings reveal that inclusion is not merely a universal standard but a situated practice that must be tailored to local situations. The study develops the concept of situated inclusion which consists of and identifies four key components of involvement that play a crucial role in the development of inclusive schools: 1) Political and administrative involvement; 2) Societal and community involvement; 3) Negotiating involvement on principles and values and 4) Argumentation involvement making rationales visible. Emphasis is placed on the importance of engaging all four components to foster sustainable and meaningful inclusive practices. The article concludes that situated inclusion is a valuable tool for guiding policymakers and practitioners in tailoring their efforts to meet local needs and resources. It calls for further research into how situated inclusion can be applied in other communities and internationally to ensure that global ideals of inclusion translate into sustainable and meaningful local practices. The interaction between global and local perspectives is essential for developing inclusion as a dynamic and enduring process that promotes possibilities for participation for all pupils.
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