Capability to be Educated—Inspiring and Inclusive Pedagogical Arrangements from Finnish Schools

Mari-Anne Okkolin, Teija Koskela, Petra Engelbrecht and Hannu Savolainen

Journal of Human Development and Capabilities, 2018, vol. 19, issue 4, 421-437

Abstract: The idea and concept of inclusive education have been debated, and different interpretations of what inclusion means and to whom it concerns have been presented. In this paper, we bring together notions of inclusive quality education, pedagogy, learning and teachers, and illustrate how the principle(s) of inclusion(s) has been enacted and translated into classroom practices in Finnish context. Drawing from Finnish teachers’ narratives, we highlight successful, small-scale and creative pedagogical arrangements and teachers’ sensitivity to recognize and commit to responding to the needs of diverse learners. Our argumentation is rooted in the capabilities approach. We carry out an evaluative exercise and examine how the classroom practices and teachers’ understandings of their students look like through the capabilities conceptualizations.

Date: 2018
References: Add references at CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://hdl.handle.net/10.1080/19452829.2018.1474858 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:jhudca:v:19:y:2018:i:4:p:421-437

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CJHD20

DOI: 10.1080/19452829.2018.1474858

Access Statistics for this article

Journal of Human Development and Capabilities is currently edited by Kathryn Rosenblum

More articles in Journal of Human Development and Capabilities from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().