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The Struggle for the Power of Interpretation of Inclusive Education in Germany – Multi-Level Theoretical Considerations

Bettina Amrhein (University of Duisburg-Essen, Germany)

Reading Inclusion Divergently

ISBN: 978-1-80071-371-0, eISBN: 978-1-80071-370-3

Publication date: 12 December 2022

Abstract

The text examines a phenomenon that is particularly evident in the implementation of inclusive reforms in the German education system. With reference to Helmut Fend's New Theory of School, it describes what happens when inclusion is implemented in a school system that seems to be poorly prepared for it. These theoretical considerations related to school can also serve to critically examine the implementation of ‘inclusive diagnostics’ in the context of current inclusive reforms in education.

Keywords

Citation

Amrhein, B. (2022), "The Struggle for the Power of Interpretation of Inclusive Education in Germany – Multi-Level Theoretical Considerations", Amrhein, B. and Naraian, S. (Ed.) Reading Inclusion Divergently (International Perspectives on Inclusive Education, Vol. 19), Emerald Publishing Limited, Bingley, pp. 109-125. https://doi.org/10.1108/S1479-363620220000019008

Publisher

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Emerald Publishing Limited

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