Opportunities for a democratic pedagogy: a comparative study of South African and Swedish teachers' attitudes to inclusive education

被引：5

作者：

Helldin, Rolf ^{[1
,2
]}

Backman, Orjan ^{[1
,2
]}

Dwyer, Helen ^{[1
]}

Skarlind, Anders ^{[1
]}

Hugo, Anna J. ^{[2
]}

Nel, Norma ^{[2
]}

Mueller, Helene ^{[2
]}

机构：

[1] Stockholm Univ, Stockholm, Sweden

[2] Univ South Africa, Pretoria, South Africa

来源：

JOURNAL OF RESEARCH IN SPECIAL EDUCATIONAL NEEDS | 2011年 / 11卷 / 02期

关键词：

Educational policy; inclusive education; historical comparison; teacher attitudes;

D O I：

10.1111/j.1471-3802.2010.01173.x

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This paper is based upon the collaboration between two research groups from Stockholm University and the University of South Africa. The main objective is to compare attitudes between South African (SA) and Swedish teachers regarding inclusive education (IE). IE in this paper is examined as a distinct part of the Swedish welfare system. The method used can be characterised as a combined, quantitative and qualitative research design with a purposive sampling. A similar adapted questionnaire was distributed in the two countries. The Swedish teachers in our data are more pro-inclusion and more hesitating to accommodate learners with barriers in special schools. However, both the Swedish and the SA teachers in the study are hesitating towards the feasibility to implement IE practically. A team approach is concluded to be an adequate pedagogy for supporting IE both in South Africa and Sweden.

引用

页码：107 / 119

页数：13

共 25 条

[1] Education for all in a global era? The social justice of Australian secondary school education in a risk society [J].