Modeli legitimizatsii inklyuzivnogo obrazovaniya v Chehii
| Title in English | The Models of Legitimizing Inclusive Education in the Czech Republic |
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| Authors | |
| Year of publication | 2013 |
| Type | Article in Periodical |
| Magazine / Source | Zhurnal issledovaniy sotsialnoy politiki |
| MU Faculty or unit | |
| Citation | |
| Web | http://jsps.hse.ru/2013-11-4/107169837.html |
| Field | Sociology, demography |
| Keywords | inclusion legitimacy discourses of education childhood |
| Description | In the Czech Rep., inclusive education obtains twofold status, legal but not legitimized yet. While the Ministry of education, youth, and sports tried to establish regulations towards inclusive education, these attempts were blocked by local authorities. The question How to promote inclusion requires juxtaposing two research perceptivities, general evaluation of mechanisms towards legitimizing educational strategies and discourses applied by agents in favour of (de)legitimacy of inclusion. Typical of the post-socialist Czech education, the extreme decentralization demands the methodology placing the issue of legitimacy into the contexts of local governance. We apply the threefold concept of legitimacy (input, throughput, and output types) to scrutinize the operating system of education in order to: (1) avoid simplified mapping of actors on adherers and skeptics regarding inclusion, and introduce indices for recognizing potential agents able to implement the key role in each of the legitimacy type; (2) incorporate into the analysis such driving forces as coordinative and communicative discourses as the ideological grounds for promoting inclusion; (3) connect obstacles to developing inclusive education with the general tends in democratic governance. The data gathered from several public debates related to the inclusion have indicated three models legitimizing inclusive education. Despite the opposite attitude to the worthwhileness of joint education of children with and without special needs, actors expound compatible arrays of concepts around education and childhood emphasizing output legitimacy but remain in mutual opposition because of different vision on the indices of efficient education. The disclosed shortcomings in the idea of legitimacy map possible implications for integrating research, training, and policy-making towards inclusive education. |
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