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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
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URI: https://cronfa.swan.ac.uk/Record/cronfa64569
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first_indexed 2023-09-18T12:55:04Z
last_indexed 2023-09-18T12:55:04Z
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spelling 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
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
334d3e3cd246e6bab061f2dca7b6b83a
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
334d3e3cd246e6bab061f2dca7b6b83a_***_Sian Brooks
author Tom Crick
Sian Brooks
author2 Cathryn Knight
Carmel Conn
Tom Crick
Sian Brooks
format Journal article
container_title Educational Review
institution Swansea University
issn 0013-1911
1465-3397
doi_str_mv 10.1080/00131911.2023.2222235
publisher Taylor & Francis
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str 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
document_store_str 1
active_str 0
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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score 11.021648

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