Session Information
04 SES 02 A, Discussing Concepts
Paper Session
Contribution
Topic: In 2006 Norway got a new school reform called The Knowledge Promotion. This is a reform for the 10-year elementary school and upper secondary education and training. The objectives and quality framework for primary and secondary education and training are laid down in The National Curriculum for the Knowledge Promotion. The authority wants realization of the goals through differentiated education. Inclusion and adapted learning are keywords that are even more than before pointed out in the new reform. If the student do not benefit properly from ordinary education, he or she is entitled to special tuition, just as before.
In 2009 came an official report on the school. This is (NOU 2009:18) The right to education. In this paper it is proposed that "the right to special education in the Education Act § 5-1 shall be replaced by a right to additional adjustments in the training. This right is triggered when the student does not have a satisfactory learning outcome. The arrangements include a variety of measures in terms of personnel resources, material resources and organizational measures. The presentation is based on a bigger study concerning evaluation the implementation of this reform, and this part will discuss special education. The main approach is about how teachers organize and works with students who receive special education
Research question: How do special education discourses look like? What are the hidden and contradictory discourses we find in special educational message of adapted and inclusive education, and what explains this message? Here we will try to find the characteristics of special education discourse, and find out how it manifests itself in practice, how it is established, maintained and challenged.
Theories: Foucault's discourse analysis is based on the social constructivism that has a critical attitude towards any kind of knowledge, recognizes that all knowledge is socially constructed, that there is a correlation between knowledge and social processes, and finally a relationship between knowledge and social action. These theories are also used. A discursive formation is described in The archaeology of knowledge (1972) as a system for disseminating statements that are featured with four groups of rules 1. how the objects appear, 2. how the discourse forms of expression are expressed, 3. how the input concepts are spread 4. how the strategic choices that are part of the formation is developed. He went even further and said that two elements must be included in the analysis of discursive formations, 1. How statements are put into practice and 2. the institutional arrangements that emerged around them. This could only identify through empirical research. After Foucault's death, several other theorists developed the theory by hand. These include Ernesto Laclau, Chantal Mouffe and Norman Fairclough.
Method
Expected Outcomes
References
References: Augestad, P. (2003). Skolering av kroppen: om kunnskap og makt i kroppsøvingsfaget. Høgskolen i Telemark, Avdeling for allmenne fag, Institutt for idretts- og friluftslivsfag, Bø. Alvesson, M., & Sköldberg, K. (1994). Tolkning och reflektion: vetenskapsfilosofi och kvalitativ metod. Lund: Studentlitteratur. Foucault, M. (1972a). The archaeology of knowledge. London: Tavistock Publications. Foucault, M. (1972b). The archaeology of knowledge and The discourse on language. New York: Pantheon Books. Foucault, M. (1980). Power/knowledge: selected interviews and other writings 1972-1977. Brighton: Harvester Press. Foucault, M. (1972a). The archaeology of knowledge. London: Tavistock Publications. Foucault, M. (1972b). The archaeology of knowledge and The discourse on language. New York: Pantheon Books. Foucault, M. (1980). Power/knowledge: selected interviews and other writings 1972-1977. Brighton: Harvester Press. Jørgensen, Marianne W. & Louise Phillips (1999) Diskursanalyse som teori og metode. Roskilde: Roskilde Universitetsforlag. Laclau, E., & Mouffe, C. (2002). Det radikale demokrati: diskursteoriens politiske perspektiv. Frederiksberg: Roskilde Universitetsforlag. Winther Jørgensen, M., & Phillips, L. (1999). Diskursanalyse som teori og metode. Frederiksberg: Roskilde Universitetsforlag.
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