04 SES 15 B, Does Locality And Context Matter For Inclusion? A Transnational Perspective
The development towards inclusive and social-space-oriented schools is a great challenge for school systems, since school and social space per se represent a pair of opposites. The relationship is characterized by a separation of the school from its social environment in order to create the necessary pedagogical freedom. In this context, schools can provide education for all and ensure equal conditions of education for all (Schroeder 2009, 114). The question arises how inclusive school development can and should consider existing socio-spatial constellations (Huxel & Fürstenau 2017, 262) and how the needs and interests of both pupils and parents can be taken into account.
This question of a socially oriented school becomes even more urgent if it is located in a district with special development needs. These schools in particular face the challenge of creating supportive learning conditions for their students despite the factors that surround them. It is therefore hardly surprising that in recent years, both internationally and nationally, there has been "an increased interest in schools in difficult social contexts that have to deal with various restrictions and a lack of resources for their students or the wider social environment for school learning" (van Ackeren et al. 2016: 138).
The project 'Inclusion in the Social Space - School Development through Participatory, Democratic and Children's Rights-based Pupil-Active Research' (InSide), which was launched in April 2020, aims to analyze conditions for success for an inclusive school in a district with development needs and to derive concrete recommendations for action for a social space-oriented approach. In one part of the project, the question is specifically addressed: What are the opportunities and challenges for the quality development of inclusive school culture in such a district? For this purpose, a comprehensive social space analysis was developed. This aims "to identify the resources, potentials, problems and challenges in social spaces and to make them usable for the solution, minimization, avoidance and prevention of social problems or relevant tasks in health and education" (Spatscheck/Wolf-Ostermann 2016: 26 f).
The research project is located in the field of inclusive school development and social space research and represents - from a methodological point of view - an interdisciplinary combination of inclusion research and participatory research in the context of the analysis of the Reflective Grounded Theory (Breuer, Muckel, Dieris, & Allmers, 2017). The results presented in the workshop are based on data from the InSide research project. Here, guideline-oriented expert interviews were conducted with about 30 local stakeholders as well as group discussions with parents and students. This data was analyzed using qualitative content analysis (QUELLE). Subjective perspectives of the students were also collected in various ways during a one-week project week. In addition, a comprehensive document analysis was carried out in order to ascertain socio-spatial factors in a contextualizing way.
At the ECER, first results of the research process within the project 'InSide' will be presented and discussed in an academic exchange. Of particular interest are the questions of local specification and their transferability as well as the significance for the question of inclusion-oriented school development in neighborhoods with special development needs. As the data evaluation is currently in progress, no results can be presented in this proposal yet.
Breuer, F., Muckel, P., Dieris, B., & Allmers, A. (2017). Reflexive Grounded Theory: Eine Einführung für die Forschungspraxis. Wiesbaden: Springer. Huxel, K., & Fürstenau, S. (2017). Sozialraumorientierte Schulentwicklung in der Migrationsgesellschaft. Konzeptionelle Überlegungen und eine Fallstudie. In T. Geisen, C. Riegel, & E. Yildiz (Eds.), Migration, Stadt und Urbanität: Perspektiven auf die Heterogenität migrantischer Lebenswelten (pp. 261–277). Wiesbaden: Springer VS. Schroeder, J. (2009). Sozialraumorientierte Schulentwicklung – Begründungen, Einwände und Anregungen. VHN, 78(2), 114–124. Kuckartz, U. (2016). Qualitative Inhaltsanalyse: Methoden, Praxis, Computerunterstützung, Grundlagentexte Methoden. Weinheim & Basel: Beltz Juventa. Spatscheck, C. und Wolf-Ostermann, K. (2016). Sozialraumanalysen. Ein Arbeitsbuch für soziale, gesundheits- und bildungsbezogene Dienste. Opladen Toronto: Barbara Budrich. van Ackeren, S., Brauckmann, S. & Klein, E. D. (2016). Internationale Diskussions-, Forschungs- und Theorieansätze zur Governance im Schulwesen. In Altrichter, H. & Maag Merki, K. (Hrsg.). Handbuch Neue Steuerung im Schulsystem, Wiesbaden: Springer Fachmedien Wiesbaden, 29–51
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