Inclusion – what is it and how can we work with it?
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Transcript of Inclusion – what is it and how can we work with it?
INCLUSION – WHAT IS IT AND HOW CAN WE WORK WITH IT?
By Lotte Junker Harbo, lecturer, VIA University College: [email protected]
Inclusion
EEE
Communities characterized by
a sense of belonging
Social competenceParticipation:
Social complexityNormality – deviation
Dependency – independence
Communities of citizenship
Political competenceRights and obligations:
Collective life horizons
Citizenship – clientParticipation -
protection
Work communitiesProfessional competence
Self-supporting:Productive capacity
Social value – devaluation
Useful - useless
Value based communities
Cultural competenceMeaning and significance:
Cultural diversityRecognition –
alienationFreedom - safety
Personal liberal
education
- To be able- To know- To want- To be
Identity
Social pedagogical communities of liberal education from; Madsen, B. (2005): Socialpædagogik – integration og inklusion i det moderne samfund. P.316. Hans Reitzels Forlag, København K.
Existential reflection
Personal ”liberal education”• Centre of the model• The process of becoming a person• The journey from being one
individual among many to becoming a person with his or her own and unique identity and life story
Existential reflection
• The middle part in the model• Describes the interaction between the person and
the social surroundings as an existential reflection on the individual as well as the common existential conditions
• This part of the model represents Man as a social being who relates to himself by relating to others
• The personal liberal education is based on reflections on the individual’s relations to the social surroundings
• The reflections at the same time represent meaning as well as coherence across the different communities in everyday life
The four communities of practice• The four circles farthest out represents the four
types of social arenas for practical participation• It is important to participate in these
communities of practice, since they are understood as the basic conditions for social integration and inclusion
• Furthermore, each circle represents a dimension of liberal education – participation in each of the communities provides specific competencies
• Participation can only be characterized as full if it contains all four dimensions
The four communities of practice• No community can on its own contain
all dimensions – and no communities exist as only one of the dimensions
• The dimensions will be more or less dominant in different communities
• Therefore simultaneous participation in different communities is vital to the process of liberal education
Bent Madsen on exclusionTo know how to work inclusive you
have to know what excludes. Madsen describes seven powerful mechanisms which support exclusion:
1. A knowledge-society with new criterions for exclusion
2. Local authorities with stigmatizing strucutres
3. Organizations without differentiated communities
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Bent Madsen on exclusion4. Professions with a tendency to
categorize children5. Communities among children with
lack of support6. Mono-professionalism with the
implicit restrictions of not knowing what is not known
7. Lack of parental involvement9
Participation (Wenger, E.(1998): Communities of Practice, Learning, Meaning and Identity). The Press Syndicate of the Univesity of Cambridge)
Three factors sustain communities of practice:• Common theme which participants
see as meaningful • Common engagement over a
considerable amount of time, where participants share knowledge and experiences
• A repertoire of common stories and events for the participants to identify with
In groups
Find situations from your practice where you wish to establish a possibility for participation for children/young people/ students/colleagues and do an analysis on the situation based on the three factors.
SO…..:
In groups explore
• If it is possible to establish a common MEANINGFUL theme for all participants?
• How can you support the possibility for engagement over time and for the sharing of knowledge and experience
• How do you wish to support that all participants establish a repertoire of events and stories with which they can identify?
Social pedagogy today
• Finding it’s place in day care centres – kindergartens, nurseries etc.– Strong focus on inclusion and
participation (see Bent Madsen’s model)– Local authorities changing their
structures to ensure political support to the process of inclusion
Social pedagogy
• On national level the focus is on anglosaxian programmes as ART, PALS, MTFC etc.– University colleges trying to couple
positivistic programmes and social pedagogy
– Important to see programmes as tools within social pedagogy – social pedagogy is the umbrella