دانلود کتاب کمک به آموزش فراگیر: پویایی‌های شمول و طرد در یادگیری مشارکتی

Special thanks are due to the schools and teachers who agreed to provide insight into their daily efforts to implement inclusive education in highly heterogeneous classrooms for this study. This is not an easy task and, as this study attempts to demonstrate, in many respects it proves to be an unresolvable (ongoing) challenge. At the same time, inclusive or integrative education remains a guiding principle that cannot and should not be abandoned in contemporary democratic societies. Whenever the following discussions address the risks and precariousness of efforts to realize inclusion through forms of group interaction, cooperation, and helping in a rather direct and straightforward manner, readers might get the impression that no consideration is given to the involved actors and their individual efforts to address this challenge in the best possible way. However, the discussions do not intend to criticize the educational practitioners themselves: Rather, the analyses in this study are designed in such a way that those educational practitioners are precisely not assumed to control the practices they are supposed to shape in their entirety. In¬stead, this study attempts to show how the constitutional conditions of the social generate relatively stable parameters or else social orders that cannot easily be overridden by teachers in the classroom. Even contemporary democratic societies oriented toward plurality (Rancière 2008) can be understood as such orders that are operating with certain normative commitments, learning requirements, and behav¬ioral expectations, in short: demands for subjectivization (Raimondi 2019). These factors can precisely not be transformed by changing individual dispositions or beliefs on the part of the teachers. This study thus aims to better understand these relatively stable parameters in order to adjust the attributed responsibility and transformation placed on educators by gaining a deeper understanding of the ten¬sions that arise from working together in settings of cooperative learning within highly heterogeneous classrooms, and thereby unburdening and supporting these educators in certain respects. Unresolvable expectations, in particular, seem to rather contribute more to withdrawal and resignation than to taking responsibility for what can be shaped. Thus, the criticism contained herein (Flügel-Martinsen 2021) is not directed at educators but rather grapples with the discourse that partly assumes inclusive settings can be established by introducing seemingly simple solutions (such as the forms of cooperative learning focused on here, which are often presented as broadly effective for achieving inclusive goals) and thereby implicitly and explicitly attributing all “failures” and resulting “missteps” to the teachers in charge.