Hér er fjallað um reynslu kennara á unglingastigi grunnskóla af því að vinna í anda stefnu
um skóla án aðgreiningar. Tekin voru eigindleg viðtöl við sex umsjónarkennara í jafnmörgum
grunnskólum í fjórum bæjarfélögum á höfuðborgarsvæðinu. Niðurstöður leiddu í ljós
að þeir upplifðu miklar skorður af völdum: a) formgerðar grunnskólans á efri stigum sem
þeim þótti hafa tekið mun minni breytingum í átt að skóla án aðgreiningar en yngri stig
grunnskólans, b) tiltekinna menntastrauma og stefna sem þeim fannst vinna gegn skóla
án aðgreiningar og loks c) skorts á faglegum stuðningi í takt við starfsaðstæður þeirra.
Það var skoðun kennaranna að jaðarsetning sumra nemenda yrði meira afgerandi eftir
því sem á skólagönguna liði. Kennararnir upplifðu sig oft og tíðum eins og milli steins og
sleggju þar sem þeim væri gert erfitt um vik að tengja hlutverk sitt sem umsjónarkennarar
þekkingu og björgum sem þeir hefðu yfir að ráða. Hjá öllum viðmælendunum kom fram
að faglegt sjálfstæði hefði rýrnað og björgum fækkað á síðustu árum, sem rekja mætti til
aukinnar markaðs- og stjórnunarvæðingar, og lítið svigrúm gæfist fyrir vangaveltur um
siðferðilegt hlutverk og inntak skólans. Kennurunum varð tíðrætt um mikilvægi þess að
þeir væru hafðir með í ráðum í hvers kyns stefnumótun í kennslu.
Inclusive education is based on core values of human rights, democracy and equality.
The research question is inspired by the authors’ experience of how some students
move silently closer to the social margins as they draw nearer to the end of compulsory
education in spite of the teacher’s full intention and effort that all students feel
equally valued and active participants from beginning until the end of compulsory
school. In the Icelandic Compulsory Education Act (Lög um grunnskóla nr. 91/2008)
it is stated that any form of alienation is rejected and the aim is to protect students
who for any reasons are socially vulnerable or in danger of not gaining full access to
everyday school life. The aim of this research is to explore teachers’ experience of
inclusive teaching of students in secondary classroom settings (14-16 year-old). The
macro structures, as well as policy and institutional features are the main focus, and
how these shape and influence teachers’ professional autonomy, ideals and values.
This is a qualitative interview study. Six semi-structured interviews were conducted with teachers in six compulsory schools in four different municipalities which were all
part of the metropolitan area of Reykjavík. The schools were located in socially different
areas of the Reykjavík metropolitan area. The socio-cultural classroom situation
was different for each of the teachers as can be gathered from their narratives. All the
teachers shared a long-term professional experience (15 years or more), as well as
being positive and proactive towards inclusive education.
Results indicate that teachers feel openness to schooling practices and opportunities
for inclusivity diminish closer to the end of compulsory schooling. The teachers
sometimes felt stuck between a rock and a hard place as it was made difficult for them
to balance their role between being a classroom teacher and their working conditions
and resources. All participants felt that formal access to resources was delivered and
defined by other professions, as for example how much and what kind of assistance
or support is needed. Teachers’ ideas of democracy in education with active student
participation were clearly defined but had no resonance with the individualization
that emphasizes competition and, as a result, often works against the ideology of the
inclusive school and its educational principles. Values that do not pertain to rules
of the market are marginalized and there is little space for questions on the content
and ethical value of schools, teachers and other influences on school work. Teachers
mentioned the importance of their direct participation in policy making or agenda
pertaining to teaching. There was a clear call for increased flexibility in the school
framework, smaller classes and more emphasis on offering art and craft
