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dc.contributor.authorOkkolin, Mari-Anne
dc.contributor.authorKoskela, Teija
dc.contributor.authorEngelbrecht, Petra
dc.contributor.authorSavolainen, Hannu
dc.date.accessioned2018-06-05T06:24:28Z
dc.date.available2019-11-21T22:35:49Z
dc.date.issued2018
dc.identifier.citationOkkolin, M.-A., Koskela, T., Engelbrecht, P., & Savolainen, H. (2018). Capability to be educated : inspiring and inclusive pedagogical arrangements from Finnish schools. <i>Journal of Human Development and Capabilities</i>, <i>19</i>(4), 421-437. <a href="https://doi.org/10.1080/19452829.2018.1474858" target="_blank">https://doi.org/10.1080/19452829.2018.1474858</a>
dc.identifier.otherCONVID_28061596
dc.identifier.otherTUTKAID_77687
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/58338
dc.description.abstractThe 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.fi
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesJournal of Human Development and Capabilities
dc.rightsIn Copyright
dc.subject.otherinklusiivinen opetus
dc.subject.othercapabilities approach
dc.subject.otherclassroom
dc.subject.otherontology
dc.subject.otherepistemology
dc.titleCapability to be educated : inspiring and inclusive pedagogical arrangements from Finnish schools
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201805232733
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.oppiaineErityispedagogiikkafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineSpecial Educationen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2018-05-23T06:15:10Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange421-437
dc.relation.issn1945-2829
dc.relation.numberinseries4
dc.relation.volume19
dc.type.versionacceptedVersion
dc.rights.copyright© 2018 Human Development and Capability Association
dc.rights.accesslevelopenAccessfi
dc.subject.ysoinkluusio
dc.subject.ysopedagogiikka
dc.subject.ysoosallistaminen
dc.subject.ysoopettajat
dc.subject.ysokoulut
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p18355
jyx.subject.urihttp://www.yso.fi/onto/yso/p1584
jyx.subject.urihttp://www.yso.fi/onto/yso/p10728
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p386
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1080/19452829.2018.1474858
dc.type.okmA1


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