“Strong, Independent, Able to Learn More …”: Inclusion and the construction of school students in Iceland as diagnosable subjects
“Strong, Independent, Able to Learn More …”: Inclusion and the construction of school students in Iceland as diagnosable subjects
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“坚强、独立、能够学习更多……”：冰岛中小学生作为可诊断主体的包容性和建设
DOI：
10.1080/01596300500510328
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发表时间：
2006
期刊：
影响因子：
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通讯作者：
I. A. Jóhannesson
中科院分区：
文献类型：
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作者：
I. A. Jóhannesson
本文讨论了将有特殊教育需要的儿童纳入其家庭学校的设想，例如在教科文组织的《萨拉曼卡声明》和《特殊需要教育框架》中提出的设想，与冰岛教育中的其他当代话语（思想和实践）相结合。本文特别关注冰岛教育中包容政治、个人主义、技术教育方法和市场意识形态与实践的历史结合点。这些方法被分析为二十一世纪初冰岛教育中发挥作用的合法化原则的话语模式。
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.