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Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis

Cathryn Knight Orcid Logo, Carmel Conn Orcid Logo, Tom Crick Orcid Logo, Sian Brooks

Educational Review

Swansea University Authors: Tom Crick Orcid Logo, Sian Brooks

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DOI (Published version): 10.1080/00131911.2023.2222235

Abstract

Commitments to inclusive education have been articulated in policy across the UK, in the context of increasingly inclusive rhetoric in education policy globally over recent years. This paper uses a critical policy analysis approach to understand the framing of inclusion within national legislation,...

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Published in: Educational Review
ISSN: 0013-1911 1465-3397
Published: Taylor & Francis
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa64569
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Abstract: Commitments to inclusive education have been articulated in policy across the UK, in the context of increasingly inclusive rhetoric in education policy globally over recent years. This paper uses a critical policy analysis approach to understand the framing of inclusion within national legislation, policy documents and associated key resources from across the four UK nations of England, Scotland, Wales and Northern Ireland. The paper seeks to understand how the four UK nations articulate and portray their inclusive education policies and the political and ideological motivations and priorities that are apparent within these policies. Through this analysis, we find not only divergence between the four nations, but also within the policy documents of each nation. While documentation from Scotland shows a clearer voice and fewer examples of problematising the learner, across all UK nations we see complicated messaging and a lack of coherence in inclusive education policy.
Keywords: Inclusion, education policy, critical policy analysis, UK
College: Faculty of Humanities and Social Sciences

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