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Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis
Educational Review
Swansea University Authors:
Tom Crick , Sian Brooks
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© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Distributed under the terms of a Creative Commons Attribution 4.0 License (CC BY 4.0).
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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,...
Published in: | Educational Review |
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ISSN: | 0013-1911 1465-3397 |
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URI: | https://cronfa.swan.ac.uk/Record/cronfa64569 |
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v2 64569 2023-09-18 Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 334d3e3cd246e6bab061f2dca7b6b83a Sian Brooks Sian Brooks true false 2023-09-18 EDUC 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. Journal Article Educational Review Taylor & Francis 0013-1911 1465-3397 Inclusion, education policy, critical policy analysis, UK 0 0 0 0001-01-01 10.1080/00131911.2023.2222235 https://www.tandfonline.com/doi/full/10.1080/00131911.2023.2222235 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University Another institution paid the OA fee 2024-04-08T08:54:05.9834670 2023-09-18T13:50:15.0712949 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Cathryn Knight 0000-0002-7574-3090 1 Carmel Conn 0000-0002-4395-8302 2 Tom Crick 0000-0001-5196-9389 3 Sian Brooks 4 64569__28806__3bd1fe94394f403f890284a8ac9a2609.pdf 64569.VOR.pdf 2023-10-17T17:04:54.9559847 Output 1880787 application/pdf Version of Record true © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Distributed under the terms of a Creative Commons Attribution 4.0 License (CC BY 4.0). true eng https://creativecommons.org/licenses/by/4.0/ |
title |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
spellingShingle |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis Tom Crick Sian Brooks |
title_short |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
title_full |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
title_fullStr |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
title_full_unstemmed |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
title_sort |
Divergences in the framing of inclusive education across the UK: a four nations critical policy analysis |
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200c66ef0fc55391f736f6e926fb4b99 334d3e3cd246e6bab061f2dca7b6b83a |
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200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick 334d3e3cd246e6bab061f2dca7b6b83a_***_Sian Brooks |
author |
Tom Crick Sian Brooks |
author2 |
Cathryn Knight Carmel Conn Tom Crick Sian Brooks |
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Journal article |
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Educational Review |
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Swansea University |
issn |
0013-1911 1465-3397 |
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10.1080/00131911.2023.2222235 |
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Taylor & Francis |
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Faculty of Humanities and Social Sciences |
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Faculty of Humanities and Social Sciences |
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School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies |
url |
https://www.tandfonline.com/doi/full/10.1080/00131911.2023.2222235 |
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description |
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. |
published_date |
0001-01-01T08:54:04Z |
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11.021648 |