“Strong, Independent, Able to Learn More …”: Inclusion and the construction of school students in Iceland as diagnosable subjects
- 1 March 2006
- journal article
- research article
- Published by Informa UK Limited in Discourse: Studies in the Cultural Politics of Education
- Vol. 27 (1), 103-119
- https://doi.org/10.1080/01596300500510328
Abstract
This paper deals with the way the vision of including children with special educational needs into their home school, constituted for instance in UNESCO's The Salamanca Statement and Framework on Special Needs Education, has merged with other contemporary discourses (ideas and practices) in Icelandic education. In particular, the paper focuses on the historical conjuncture of inclusion politics, individualism, a technological approach to education, and market ideology and practices in Icelandic education. These approaches are analysed as discursive patterns of legitimating principles functioning in Icelandic education at the beginning of the twenty-first century.Keywords
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