Inclusive discourses in early childhood education?

This article explores the discursive formation of inclusion in early childhood education and after-school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on 'initiatives by governments', this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after-school-care, inclusion in these environments remains peripheral to the main debate.