Contextualizing the Participation and Challenges in Education for All: The Case of Guam and Hong Kong

Autor/in	Poon-McBrayer, Kim Fong
Titel	Contextualizing the Participation and Challenges in Education for All: The Case of Guam and Hong Kong
Quelle	In: International Journal of Whole Schooling, 13 (2017) 2, S.63-80 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Access to Education; Equal Education; Foreign Countries; Comparative Education; Inclusion; Qualitative Research; Cultural Context; Administrator Attitudes; Confucianism; Educational Legislation; Cultural Background; Asian Culture; Geographic Location; Educational Policy; Statistical Analysis; Correlation; Cross Cultural Studies; Sampling; Principals; Geographic Isolation; Profiles; Selective Admission; Decision Making; Elementary Schools; Secondary Schools; Semi Structured Interviews; Special Education; Christianity; Educational Finance; Disabilities; Socioeconomic Influences; Policy Analysis; Hong Kong; Guam + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Ausland; Vergleichende Erziehungswissenschaft; Inklusion; Qualitative Forschung; Konfuzianismus; Bildungsrecht; Schulgesetz; Politics of education; Bildungspolitik; Statistische Analyse; Korrelation; Cultural comparison; Kulturvergleich; Principal; Schulleiter; Charakterisierung; Profilanalyse; Bildungsselektion; Decision-making; Entscheidungsfindung; Elementary school; Grundschule; Volksschule; Sekundarschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Christentum; Bildungsfonds; Handicap; Behinderung; Sozioökonomischer Faktor; Politikfeldanalyse; Hongkong
Abstract	Enormous variation exists among nations and regions in their inclusive education provisions. In addition to comparisons based on policy documents and figures, in-depth and contextually grounded comparative studies involving qualitative data based on stakeholder experiences are needed, especially between western and Asian regions or nations where socio-economic and cultural contexts vary greatly. This article examined and compared how the conceptualization of inclusive education and elements that affected school leaders' decisions to participate in inclusive education in Guam and Hong Kong where vastly different socio-economic and cultural contexts were present. An interpretive qualitative approach of interviewing school leaders was adopted to permit an in-depth understanding of these contexts. Findings revealed that the legislation-based versus the cultural heritage of Confucianism and the geographical location versus the elite education system of Guam and Hong Kong were key contexts affecting conceptualizations and challenges in the two regions. Large scale cross-national qualitative studies are called for to examine contextual factors from other key stakeholders, to give meaning to statistical figures and policy documents, and to offer more meaningful interpretation of the relationship between national contexts and inclusive education provisions. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01