Teachers as Mighty Stakeholders? (Dis)empowering Moments during Advancement of 'Inclusion' Policies in Education

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11240%2F16%3A10359727" target="_blank" >RIV/00216208:11240/16:10359727 - isvavai.cz</a>

Result on the web

<a href="https://journals.muni.cz/pedor/article/view/6451/pdf" target="_blank" >https://journals.muni.cz/pedor/article/view/6451/pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5817/PedOr2016-4-631" target="_blank" >10.5817/PedOr2016-4-631</a>

Result language

angličtina

Original language name

Teachers as Mighty Stakeholders? (Dis)empowering Moments during Advancement of 'Inclusion' Policies in Education

Original language description

The aim of this paper is to describe factors which empower or disempower teachers to take an active role in shaping and implementing educational policies on the example of policy guidelines on inclusion in education. The paper is based on qualitative research conducted through in-depth interviews with different stakeholders in education. In the irst part of the article, I will elaborate on theoretical discussions concerning the concept of empowerment and the role of teachers in educational politics (including their role in drafting and implementation of policies). It will be argued that the most suitable deinition of empowerment stems from Freire&apos;s conscientização. Moreover, the text will also argue that the main factors which empower or disempower teachers to take an active role in shaping and implementing policy guidelines on inclusion in education are the following: team leadership, team cohesion, common values, school reputation, trust (internal and external) among different stakeholders, the role of parents, fear of white light (segregation) and clarity (or lack thereof) regarding the role of teachers. Teachers and schools very often perceive each other as competitors, and their unclear duties and responsibilities lead to limited transparency in educational policy and therefore limited access of teachers to decision-making. All those factors undermine teachers&apos; empowerment and limit their ability to take an active part in the decision-making process.

Czech name

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Czech description

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Type

J_ost - Miscellaneous article in a specialist periodical

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

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Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2016

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Pedagogicka orientace

ISSN

1805-9511

e-ISSN

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Volume of the periodical

26

Issue of the periodical within the volume

4

Country of publishing house

CZ - CZECH REPUBLIC

Number of pages

28

Pages from-to

631-658

UT code for WoS article

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EID of the result in the Scopus database

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