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ERIC Number: EJ1105935
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1360-3116
Inclusive and Exclusive Knowledge Practices in Interdisciplinary, International Education
Tange, Hanne
International Journal of Inclusive Education, v20 n10 p1097-1108 2016
This study provides a critical engagement with the principle of inclusion, as manifest in three international, interdisciplinary master programmes in Denmark. Initially, it is proposed that one focuses on the knowledge practices found in international, interdisciplinary education, asking to what extent these suggest inclusion in the sense that all students are treated as equals. The alternative is an exclusive learning environment where certain groups are singled out for special treatment, which will often request from them assimilation into the dominant practice. A conceptual point of departure is provided by the educational sociology of Pierre Bourdieu, which motivates the identification of "normative centres" (Graham, L., and R. Slee. 2008. "An Illusory Interiority: Interrogating the Discourse/s of Inclusion." "Educational Philosophy and Theory" 40 (2): 277-293. doi:10.1111/j.1469-5812.2007.00331.x, 283) related to the two themes of "interdisciplinarity" and "international-ness". The topics are subsequently pursued in an empirical analysis, drawing on 19 qualitative research interviews with lecturers involved in the three master courses. This leads to the conclusion that exclusive knowledge practices can be found in all programmes. At the same time, the interviews reveal a reality that is multi-centred, suggesting that interdisciplinarity is as "troublesome" (Land, R. 2012. "Crossing Tribal Boundaries: Interdisciplinarity as a Threshold Concept." In "Tribes and Territories in the 21st Century", edited by P. Trowler, M. Saunders, & V. Bamber, 175-185. Abingdon: Routledge) in higher education as the question of internationalisation.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A