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See detailDigitizing Inclusion in a Changing World: Comparing insights into four European countries for matching new global realities
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

Scientific Conference (2022)

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international ... [more ▼]

Inclusion and digitalization are among the driving forces in global discourses on education and learning. These global realities cause extensive transformations at local, national, and international levels. At the same time, the goal of inclusion is directly interwoven with local conditions, understandings, and historically grown valuations. The concept oscillates between universally shared norms and highly divergent local implementations. Regarding the focus of the symposium it can be assumed that especially in the course of digitalization as one main reaction of the corona pandemic, learning materials are not only expected to be inclusion oriented but also need to be combinable with digital demands to address alls kinds of inequalities amongst students appropriately. Learning materials thus are a central momentum to expatiate on transformations of a changing world. In correspondence with the congress theme, the symposium will therefore discuss how a reflection on centrifugal forces of interdependence and individuality can be located in the context of the immediate everyday life in schools and educational practice. In order to be able to discuss these tensions and current changes within educational practices starting from learning materials, an anchor point is needed in order to open up the international comparison of local specifics. The anchor point for this symposium is a criteria catalog which enables the international comparison of learning materials in their cultural contexts and provides a visualization of local particularities in the field of learning materials (Vogt et al. 2021). If these results are put into relation with the inclusive landscapes in different countries, further insights of relevance for inclusion as a global topic can be generated. The data basis springs from the ITM project (2018-2021, funded by Erasmus+) and other international collections of material. Speakers with expertise in regard to the triangulation of learning materials, inclusion and digitalization from four European universities (Ostrava, Czech Republic; Bielefeld, Germany; Luxemburg and Örebro, Sweden) present their findings in the symposium, more in-depth talks about national perspectives as well as a concluding wrap up. The following research questions are a guideline for each section of the symposium: 1. What are the local specifics and constellations as well as understandings of inclusion as a global reality that are being mirrored in teaching material? 2. How can the international comparison of teaching material impact the advancement of inclusion on a local level? 3. How can international comparative educational research become a driving force in the productive negotiation of globally relevant tensions? The contributions are methodologically based on group discussions and expert interviews about selected learning materials, their quality and criteria for evaluating them. These exchanges have been evaluated with the qualitative content analysis by Mayring (2015). Discourse analysis and context analysis were applied. Furthermore, source corpora of learning material were developed and materials were examined using a qualitative content analysis. This refers to the ITM project from Luxembourg, Örebro and Bielefeld University (Erasmus funding line, 2018-2021) as well as the contribution by Ostrava University. The material mainly comes from primary school education and takes into account various subjects, e.g. mathematics and natural sciences. By looking at the results of the interviews and the analysis of teaching materials as well as on the findings about the cultural and local conditions the presenters were able to develop a deeper understanding about how learning materials are set up for inclusive learning processes and about the underpinning understanding of inclusion in different cultural settings. This is the needed foundation to contextualize everyday practices of teaching and learning with the demands of education within the digital condition. [less ▲]

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See detailLanguage policies in STEM subjects: Inclusion, exclusion and abjection
Andersen, Katja Natalie UL; Bagger, Anette

in Karpava, Sviatlana (Ed.) Multilingualism, Multiculturalism and Inclusive Education (2022)

Language policies are of increasing importance in STEM teaching and learning in school systems, considering the increasing number of pupils who speak other family languages than the teaching language. The ... [more ▼]

Language policies are of increasing importance in STEM teaching and learning in school systems, considering the increasing number of pupils who speak other family languages than the teaching language. The latest PISA results as well as national testings (cf. LUCET & SCRIPT, 2021) have shown that pupils with family languages others than the school language tend to underperform in the STEM subjects. The combination of language policies, the global testing industry and the role of STEM subjects in school systems have been shown to undermine the inclusion of all pupils, especially in regards to language backgrounds. There are signs of systematic exclusion being the result of this. In this chapter we will display the language policies in two national contexts, the Swedish and the Luxembourgish ones, and specifically display issues of in(ex)clusion in relation to multilingualism in STEM teaching. The research question that guides this comparative and problematising endeavor is: What kinds of language policies appear in the STEM subjects and what processes of inclusion, exclusion and abjection does this enhance? The methodology builds on Popkewtiz’s (2013; 2014) approach on politics of schooling. Hence, policy texts are understood as inscription devices that attribute terms, possibilities and characteristics to different kinds of people (Hacking, 1999) and therefore produce norms that function to include social groups while others are absent by omission (Popkewitz, 2013; Valero, 2017). This chapter will unravel such in(ex)clusion processes and abjections by advocating discourse analysis aiming to examine laws and regulations on language use in STEM subjects in Sweden and Luxembourg for indications regarding the discourse on in(ex)clusion. Our results show, first, that different language and multilingualism policies become visible in the STEM documents which exist in the two national contexts. Secondly, this chapter discusses what impacts these policies have on matters of inclusion, exclusion or abjection in STEM teaching contexts at primary schools. [less ▲]

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See detailPerspective luxembourgeoise: Conclusions sur le caractère inclusif des supports pédagogiques
Andersen, Katja Natalie UL; Vogt, Michaela; Bagger, Anette et al

in Forum für Politik, Gesellschaft und Kultur in Luxemburg (2022), 423

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C ... [more ▼]

Cette contribution s’appuie sur les conclusions du projet European Comparison of Inclusive Teaching Materials (ITM) lancé en 2018. Cette collaboration regroupant l’Allemagne (Prof. Dr. M. Vogt, C. Bierschwale), le Luxembourg (Prof. Dr. K. Andersen), la Suède (Prof. Dr. A. Bagger) et l’Italie (Prof. Dr. V. Macchia, Prof. Dr. A. Augschöll, A. Ardemagni) cherche un moyen de définir le caractère inclusif des supports pédagogiques. C’est dans cette perspective qu’a été développé un catalogue de critères permettant d’évaluer la pertinence des supports pédagogiques en vue de leur utilisation dans des contextes d’enseignement inclusif. La présente contribution présente ces critères en les mettant en parallèle avec les conclusions des recherches menées au Luxembourg. [less ▲]

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See detailInklusionssensible Bildungsmaterialien als „Must-have“: Hilfen bei der Bewertung von Vorhandenem und eigenen Erstellung von Neuem
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in Grundschule aktuell (2021), 17(155), 18-21

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle ... [more ▼]

Möchte man im Unterricht den diversen Bedarfslagen aller SchülerInnen gerecht werden, steht man als Lehrperson vor vielseitigen Herausforderungen. Dass hier personelle Ressourcen eine zentrale Rolle spielen, wird zwar häufig betont, jedoch kaum schuladministrativ ausreichend berücksichtigt. Um die Lehrpersonen trotzdem handlungsfähig zu halten, müssen deshalb andere Optionen mitgedacht und im Sinne unterstützender Maßnahmen realisiert werden. Hierzu zählen u. a. eine umfängliche Professionalisierung in der LehrerInnenaus- und -weiterbildung wie ebenso Beratungsstrukturen für unterrichtliche Problemlagen. [less ▲]

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See detailQualitätskriterien von inklusiven Bildungsmedien im Fach Mathematik - Theoretische und empirische Rahmenbedingungen
Bierschwale, Christoph; Vogt, Michaela; Andersen, Katja Natalie UL et al

in Kölner Online Journal für Lehrer*innenbildung (2020), 2(2), 1-25

This article deals with the development of quality criteriaof inclusive teaching materials in mathematics. As part of an international comparative research design, group discussions were held with primary ... [more ▼]

This article deals with the development of quality criteriaof inclusive teaching materials in mathematics. As part of an international comparative research design, group discussions were held with primary school math teachers. After analyzing the content of the group discussions there were sixcriteria that characterize inclusive teaching material in mathematics, including the structure of the material, individualization, collaborativelearning, conceptualization e.g. with regard to principles of mathematical education, mathematical task culture and metacognitive support. The findings presented in the form of the criteria catalogprovide new impulses for teacher trainings and the development of inclusive teaching material. [less ▲]

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See detailLandscapes of Educational Inclusion – International comparison
Vogt, Michaela; Andersen, Katja Natalie UL; Bagger, Anette et al

in International Journal of Inclusive Education (n.d.)

Detailed reference viewed: 31 (0 UL)