04 SES 14 C, Analyzing Spatial Practices in Relation to Inclusion/Exclusion in Different Educational Settings
Due to the UN-Convention on the Rights of Persons with Disabilities and the top-down reforms on inclusive education on a policy level, school development and school organization increasingly has to deal with questions of how to adress and support heterogeneity and how to organize professional cooperation and classroom practice within mainstreaming schools in Germany. In the international context, multiprofessional cooperation plays a crucial role in the discussion of the realization of inclusive education on school level (e.g. Mulholand & O'Connor 2016). In Germany, however, traditions of regular and special education and the development of specific roles and professional understandings often create tensions within cooperation processes in inclusive schools and are subject to many recent studies (cf. Kreis et al. 2016). However, the interdependence of cooperation processes and spatial dimensions have (e.g. the use of multipurpose or resource rooms) not been investigated in this context yet. Therefore, this paper will focus on the cooperation processes of regular and special needs teachers in German schools. In my paper, I will refer to results of the study “Teacher support, expertise and cooperation in inclusive school development (UNIP)” (Köpfer 2017). Alongside the reconstruction of cooperation practices the mutual construction of professional expertise is adressed (cf. Reh 2014). The study is based on the methodological presumptions of the constructivist Grounded Theory Methodology (cf. Charmaz 2014) and uses problem-centered interviews and group discussions. Space is seen as a social product and integral component of the material constitution and structuring of social life (Soja 1985). In this sense, spatial practices are symbolic and power-related positionings within organizational structures (cf. Allan & Catts 2014). In my presenation, I will give insight in data stemming from interviews with regular and special needs teachers as well as group discussions in inclusive schools in Baden-Württemberg/Germany. Based on the results, theoretical impulses for the discourse on multiprofessional cooperation and collaboration as well as inclusive classroom practice will be given, focusing on the international discourse of professionalization for inclusive education.
Allan, Julie & Catts, Ralph (2014): Schools, social capital and space. In: Cambridge Journal of Education 44(2), 217-228. Köpfer, Andreas (2017): Schulische Inklusion zwischen Differenzen und Differenzsetzungen – Annäherungen an Raumproduktion und Raumaneignung im Kontext professioneller Kooperationsprozesse. In: Zeitschrift für Inklusion-Online 4, online unter https://www.inklusion-online.net/index.php/inklusion-online/article/view/452/343 [15.01.18] Kreis, Annelise; Wick, Jeanette & Kosorok, Carmen (Hrsg.) (2016): Kooperation im Kontext schulischer Heterogenität. Münster: Waxmann Verlag. Mulholland, Monica & O'Connor, Una (2016): Collaborative classroom practice for inclusion: perspectives of classroom teachers and learning support/resource teachers. In: International Journal of Inclusive Education, 20(10), 1070-1083. Charmaz, Katie (2014): Constructing Grounded Theory. 2nd Edition. London: SAGE Publications. Reh, Sabine (2014): Prekarisierung der Profession. In: F. Kessl, A. Polutta, I. van Ackeren, R. Dobischat & W. Thole (Hrsg.): Prekarisierung der Pädagogik – Pädagogische Prekarisierung? Weinhein: Beltz Juventa, 27-42. Soja, Eduard (1985): The Spatiality of Social Life: Towards a Transformative Retheorisation. In: Derek Gregory and John Urry (Eds.): Social Relations and Spatial Structures. Macmillan, Houndsmills.
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