du.sePublikasjoner
Endre søk
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
SENCOs´ and Special Teachers´ different roles and mission – different ideas encounter the realities of pedagogical practices
Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogik.ORCID-id: 0000-0002-3228-9430
2013 (engelsk)Inngår i: 41st Annual Congress of the Nordic Educational Research Association : Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, s. 209-209Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

The aim of this paper is to investigate and understand the roles and missions of SENCOs and Special Teachers by using the perspectives of Habermas’ linguistic philosophical role theory and Karen Barad´s theory of agential realism. The aim is also to investigate how special needs education develops when the two professions encounter the realities of pedagogical practice. What ideas do SENCOs and special teachers have about their missions? How do they handle their missions? How do the preschool/school principals experience the similarities and differences between the two professions? How can the missions be handled when the two professions encounter the reality of pedagogical practice?

The methodology framework is based on Habermas´ theory of argumentation (Habermas, 1995/1981; Ahlefeld Nisser, 2009, 2011) while the theoretical framework used, to analyze the empirical data, is post humanistic (Lenz Taguchi, 2012). Two different scientific disciplines are brought together; (1) Habermas’ linguistic philosophical role theory (Habermas 1995/1981, p. 152 part II; 2007) and (2) Karen Barad´s theory of agential realism and intra-acitity (Barad, 2003, 2007; Lenz Taguchi, 2012, 2011)

The findings show that there are similarities in roles and missions but that it also is possible – and necessary - to draw out differences in roles and missions in order to improve inclusion and to develop ethical values and attitudes in special education.

 

Keywords: SENCO, special teacher, theory of argumentation, role theory, agential realism, intra-acitity

 

References

Ahlefeld Nisser, Désirée, von. (2009). Vad kommunikation vill saga – en iscensättande studie om specialpedagogers yrkesroll och kunskapande samtal. Doktorsavhandling i specialpedagogik. Universitetsservice US-AB. Stockholm: Specialpedagogiska institutionen. Stockholms Universitet.

Ahlefeld Nisser, Désirée, von. (2011). Kunskapande samtal i (special)pedagogisk verksamhet. I Bartholdsson, Åsa. & Hultin, Eva (red.) (2011) Praktiknära utbildningsforskning vid Högskolan Dalarna. Nr: 2011:2. 69-88.

Barad, Karen. (2007). Meeting the Universe Halfway – quantum physics and the entanglement of matter and meaning.Durham: Duke University Press.

Barad, Karen. (2003). Posthumanist Performativity: Toward an Understanding of How Matters Comes to Matters. Signs: Journal of Women in Culture and Society 2003, vol. 28,no. 3: s. 801-831.

 

Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns. Band 1. Frankfurt am Main: Suhrkamp Verlag.

Habermas, Jürgen. (1995/1981). Theorie des kommunikativen Handelns.

Band 2. Frankfurt am Main: Suhrkamp Verlag.

Lenz Taguchi, Hillevi. (2011). Investigating Learning, Participation and Becoming in Early Childhood Practices with Relational Materialist Approach. Global Studies of Childhood. Volume 1. Number 1. 2011.36-50

Lenz Taguchi, Hillevi. (2012). Pedagogisk dokumentation som aktiv agent. Malmö: Gleerups.

 

 

 

sted, utgiver, år, opplag, sider
NFPF/NERA , 2013. s. 209-209
Emneord [en]
SENCO, special teacher, theory of argumentation, role theory, agential realism, intra-acitity
HSV kategori
Forskningsprogram
Utbildning och lärande
Identifikatorer
URN: urn:nbn:se:du-12986OAI: oai:DiVA.org:du-12986DiVA, id: diva2:649499
Konferanse
NFPF/NERA's 41st Congress, Disruptions and eruptions as opportunities for transforming education, Reykjavik, Iceland, March 7th to 9th 2013
Tilgjengelig fra: 2013-09-18 Laget: 2013-09-18 Sist oppdatert: 2015-01-28bibliografisk kontrollert

Open Access i DiVA

Fulltekst mangler i DiVA

Personposter BETA

von Ahlefeld Nisser, Désirée

Søk i DiVA

Av forfatter/redaktør
von Ahlefeld Nisser, Désirée
Av organisasjonen

Søk utenfor DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric

urn-nbn
Totalt: 817 treff
RefereraExporteraLink to record
Permanent link

Direct link
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • chicago-author-date
  • chicago-note-bibliography
  • Annet format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annet språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf