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Inclusive education and schools as organizations

Lookup NU author(s): Alan Millward

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Abstract

Inclusive schools have tended to be analysed from one of two perspectives: either as reified organizations with (relatively) stable characteristics which lead to their becoming 'effective schools for all'; or as 'sites' in which micro-political and other policy processes intersect and (frequently) subvert attempts at inclusion. This paper presents acase study of an apparently inclusive school which, it suggests, cannot be understood fully from either of these perspectives. Instead, a third perspective is proposed which concerns itself with the enduring dilemmas faced by educators and the fundamental social and educational contradictions which those dilemmas illuminate. The implications of this alternative perspective for our understanding of inclusive schools are discussed. © 1999 Taylor & Francis Ltd.

Publication metadata

Author(s): Clark C, Dyson A, Millward A, Robson S

Publication type: Article

Publication status: Published

Journal: International Journal of Inclusive Education

Year: 1999

Volume: 3

Issue: 1

Pages: 37-51

Print publication date: 01/01/1999

ISSN (print): 1360-3116

ISSN (electronic): 1464-5173

Publisher: Routledge

URL: http://dx.doi.org/10.1080/136031199285174

DOI: 10.1080/136031199285174

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