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This is a Observational study (also classified as: Literature Review).

August 17, 2025Ethnography & EducationOpen Access

Seeing differently in inclusive education: ethnographic pathways and reflexive practices

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Authors

INIda Andrea NilssonInstitut für Medien- und Kommunikationspolitik SMSofia MoströmUniversity of Gothenburg

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Implication

Ethnographic approaches reveal the structural nature of inclusion in education, highlighting methodological limitations and calling for reflexive practices.

Key Points

Ethnographic insights reveal how inclusion is often misunderstood, pointing to significant gaps in implementation across various educational contexts.
Analysis from two ethnographic projects highlights the impact of individualised conceptions on research practices around inclusion in education.
Collaborative reflexivity emphasizes reflecting on methodological shortcomings to improve interpretations of inclusion and educational practices.
Understanding inclusion as a structural process is crucial for transforming educational practices rather than merely focusing on individual deficits.

Cite This Study

Nilsson et al. (2025) studied this question.

synapsesocial.com/papers/68af453aad7bf08b1ead29d6 https://doi.org/10.1080/17457823.2025.2527082

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Implication

Ethnographic approaches reveal the structural nature of inclusion in education, highlighting methodological limitations and calling for reflexive practices.

Seeing differently in inclusive education: ethnographic pathways and reflexive practices

Discussion

Member takes

Implication

Key Points

Cite This Study

Seeing differently in inclusive education: ethnographic pathways and reflexive practices

Discussion

Member takes

Implication

Key Points

Cite This Study

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