‘Friendly but Demanding’? On Different Meanings of Inclusive Education as an Imagined Concept in National Reform Planning
Since the World Conference on Special Needs Education
held in Salamanca in 1994, there has been global political
consensus that member states of UNESCO should implement
Inclusive Education (IE). The idea that countries “should ensure an
inclusive education system at all levels” is also a central objective
of the UN-Convention on the Rights of Persons with Disabilities,
adopted in 2006 and ratified by Poland in September 2012, and
was also in evidence at the International Conference on Education
held in Geneva in 2008. The article examines the connection
between IE as an imagined concept disseminated by UNESCO and
some examples of its various interpretations as reflected in country
reports and official statements by various ministers of education
worldwide. Particular reference is made to the texts of the Ministry
of The National Education in Poland. The underlying theoretical
assumptions of the article are drawn from insights produced by
strands of sociology of knowledge and sociology of organizations
based on neo-institutional theorizing. The methodology used is indepth
content analysis.
held in Salamanca in 1994, there has been global political
consensus that member states of UNESCO should implement
Inclusive Education (IE). The idea that countries “should ensure an
inclusive education system at all levels” is also a central objective
of the UN-Convention on the Rights of Persons with Disabilities,
adopted in 2006 and ratified by Poland in September 2012, and
was also in evidence at the International Conference on Education
held in Geneva in 2008. The article examines the connection
between IE as an imagined concept disseminated by UNESCO and
some examples of its various interpretations as reflected in country
reports and official statements by various ministers of education
worldwide. Particular reference is made to the texts of the Ministry
of The National Education in Poland. The underlying theoretical
assumptions of the article are drawn from insights produced by
strands of sociology of knowledge and sociology of organizations
based on neo-institutional theorizing. The methodology used is indepth
content analysis.
Publisert i Opuscula Sociologica, 2015
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