European Journal of Inclusive Education <p><em>The European Journal of Inclusive Education</em><span style="font-weight: 400;"> is the official journal of the Inclusive Education Network, founded in 1996 and affiliated to the <a href="" target="_blank" rel="noopener">EERA European Educational Research Association</a>.</span></p> <p><span style="font-weight: 400;">The European Journal of Inclusive Education provides an open-access forum for the exploration of issues associated with inclusive education across the age-range. Its focus is international and multi-disciplinary. It seeks studies that explore the ways in which our education systems impact upon the experience of a broad range of learners. We are interested in articles that are relevant to a wide audience and that contribute to discussions within the pages of this journal. </span><span lang="EN-GB">We encourage studies approaching learners from a diversity perspective (rather than categorical view of learners)</span><span style="font-weight: 400;">. </span><span lang="EN-US">Finally, we aim to </span><span lang="EN-US">favour interdisciplinary and intersectional connections with research on diversity in education and, more broadly, in the social sciences area.</span></p> <p> </p> <p><strong>Scope</strong></p> <p><span style="font-weight: 400;">The journal is interested in promoting critical analysis of policy and practice that has relevance to a global audience. Since policy and practice of inclusive education are context-dependent, we are also interested in locally situated studies of inclusive education, which could be conceptually and/or methodologically generalisable.</span></p> <p><span style="font-weight: 400;">Each issue will primarily include research reports, but will also include theoretical contributions and methodological discussions. We also welcome creative and imaginative ways to explore and represent </span><span style="font-weight: 400;">issues of inclusion.</span><span style="font-weight: 400;"> We will consider studies across a broad range of topics, including pedagogy, curriculum, assessment, policy, organisational processes, educational experiences and relationships.</span></p> <p> </p> <p><strong>Peer Review Policy</strong></p> <p><span style="font-weight: 400;">All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees.</span></p> <p> </p> <p><strong>Publication costs</strong></p> <p><span style="font-weight: 400;">Publishing in EJIE requires no article processing charges (APC) or other publication fees (e.g. article submission charges). Publishing is free of costs.</span></p> <p><span style="font-weight: 400;"> </span></p> <p><strong>Publication frequency</strong></p> <p><span style="font-weight: 400;">Issues (online): bi-annually (January, July).</span></p> <p> </p> <p><strong>Why publishing on </strong><strong>the European Journal of Inclusive Education?</strong></p> <p><span style="font-weight: 400;">EJIE is</span></p> <p><span style="font-weight: 400;">-</span><span style="font-weight: 400;"> open-access;</span></p> <p><span style="font-weight: 400;">- peer-reviewed;</span></p> <p><span style="font-weight: 400;">- initiated and run by representatives of the research community;</span></p> <p><span style="font-weight: 400;">- non-profit;</span></p> <p><span style="font-weight: 400;">- open for multidisciplinary perspectives on inclusive education.</span></p> en-US <p>This journal is licensed under a <a href="" rel="license">Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License</a> (<a href="">full legal code</a>).</p> (Prof. Fabio Dovigo Editor-in-Chief) (Dejana Mutavdžin) Tue, 22 Nov 2022 09:17:11 +0100 OJS 60 Unveiling Exclusion: A Conceptual Exploration of Parent Pedagogicalisation <p>CONTEXT The study investigates the concept of parent pedagogicalisation, with the aim to explore, as well as articulate, its analytical content. The notion of parent pedagogicalisation involves normalising forces governing parents to take responsibility for children’s educational achievement, especially targeting the child who differs from the norm and whose achievement is at risk. Set against the background of current global educational tendencies aiming at standardisation and marketisation, understandings of ‘normal’ become increasingly narrower, excluding an increasing number of children. The narrowing perceptions of what is considered ‘normal’ induce a fear of exclusion from educational opportunities and subsequent, future citizenship. In this climate, parents are ascribed a significant role in the child’s education. Within this context, and especially in cases involving children considered ‘outside of normalcy’, pedagogicalisation of the parent entails educating parents about how to support their child’s educational achievement.<br>METHODS Through empirical exploration of parents’ narratives, this study investigates the content of the concept of parent pedagogicalisation with the purpose to provide a theoretical lens that may support the identification of pedagogicalizing forces and possible implications for parents and children. The data consists of parents’ narratives on their experiences with educational follow-up after their child’s cochlear implantation. This empirical sample has been strategically chosen, consisting of a specific group of parents, who, in an educational context, are expected to be exposed to pedagogicalisation. The data contains 27 written narrative responses to an online, qualitative questionnaire with open-ended questions, and 14 follow-up interviews. <br>FINDINGS Data analysis identified three key dimensions central to the content of the concept of parent pedagogicalisation, 1) <em>Parents’ perceived need for knowledge</em>, 2) <em>An instrumental perspective on supporting the child’s learning</em>, and 3) <em>No respite</em>. <br>KEY MESSAGE Our proposition is that these dimensions make up the conceptual construct of parent pedagogicalisation. The three interwoven dimensions demonstrate a complexity and width that indicate implications for the parents and children involved. Potential implications are discussed in relation to a)<em> Parents caught in the nexus between empowerment and disempowerment</em>, and b) <em>The pedagogicalisation of parents - a counterproductive paradox</em>. The significance of parental involvement for children’s educational achievement notwithstanding, the analysis shows that parent pedagogicalisation and its inherent normalising practices may be detrimental to the parents and children involved, acting oppressive and exclusionary. Awareness of the mechanisms involved in parent pedagogicalisation may contribute to the identification and reduction of the associated exclusionary forces, thus encouraging a more inclusionary discourse.</p> Marieke Bruin, Anne Nevøy Copyright (c) 2022 Marieke Bruin, Anne Nevøy Sun, 20 Nov 2022 00:00:00 +0100