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ERIC Number: EJ781894
Record Type: Journal
Publication Date: 2006-Sep
Pages: 14
Abstractor: Author
Reference Count: 76
ISBN: N/A
ISSN: ISSN-0256-2928
Sustaining Cultures of Inclusion: The Value and limitation of Cultural Analyses
Kugelmass, Judy W.
European Journal of Psychology of Education, v21 n3 p279-292 Sep 2006
The purpose of this paper is to demonstrate the ways in which creating and sustaining authentic inclusion requires significant alterations to more than the programmatic regularities that characterize schools (Sarason, 1996). Data from ethnographic case studies of inclusive schools in the United States, United Kingdom and Portugal are drawn upon to illustrate significant features that characterize these schools. The multiple dimensions of their inclusive cultures include both implicit and explicit assumptions, values and beliefs that are shown to be central to the ways school staff interact with one another and students. Although the analysis presented in this paper illustrates the importance of understanding the multiple dimensions of school cultures for the operation of inclusive schools, it also highlights the limits of a purely cultural analysis. Educators faced with threats to the sustainability of the vision articulated by the Salamanca statement will also need to understand and respond to the broader political contexts operating in the 21st century. (Contains 3 tables.)
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public(Porguguese and English translation)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal; United Kingdom; United States