Mardahl-Hansen, Tilde

The article presents analyses from an empirical study on the work of a ‘Team for Inclusion’ in a Danish primary school. The aim is to illustrate how the daily work of ‘resource teachers’ can be characterized by dilemmas. The article highlights that these dilemmas are connected to the ways structural conditions constitute possibilities and constraints for inclusive education. But often these dilemmas are played out as personal conflicts between “general teachers” and "resource teachers" as they have different perspectives on possibilities and constraints for inclusive education. With ‘consensus’ and ‘togetherness’ as ideals for collaboration, differences of perspective are understood as ‘resistance’ and related to specific teachers as problematic. Drawing on Erik Axel, among others, the article builds on an understanding of collaboration as conflictual cooperation. In this understanding conflicts between ‘resource teachers’ and ‘general teachers’ are not necessarily mistakes but related to differences in tasks, responsibilities, knowledge, possibilities

Konflikt og samarbejde mellem ressourcepersoner og lærere om inklusion

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Roskilde Universitet