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SENCOs´ and Special Teachers´ different roles and mission – different ideas encounter the realities of pedagogical practices
Dalarna University, School of Education and Humanities, Education.ORCID iD: 0000-0002-3228-9430
2013 (English)In: 41st Annual Congress of the Nordic Educational Research Association : Disruptions and eruptions as opportunities for transforming education: Abstract book, NFPF/NERA , 2013, 209-209 p.Conference paper, Abstract (Refereed)
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.

 

 

 

Place, publisher, year, edition, pages
NFPF/NERA , 2013. 209-209 p.
Keyword [en]
SENCO, special teacher, theory of argumentation, role theory, agential realism, intra-acitity
National Category
Social Sciences
Research subject
Utbildning och lärande
Identifiers
URN: urn:nbn:se:du-12986OAI: oai:DiVA.org:du-12986DiVA: diva2:649499
Conference
NFPF/NERA's 41st Congress, Disruptions and eruptions as opportunities for transforming education, Reykjavik, Iceland, March 7th to 9th 2013
Available from: 2013-09-18 Created: 2013-09-18 Last updated: 2015-01-28Bibliographically approved

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