Ledelse i krydspres: På vej mod en mere inkluderende praksis i folkeskolen

Abstract

Referring to the Salamanca agreement and the expectations from Danish politicians, this master thesis investigates how the daily practice in schools becomes more including to children who up till now are being excluded to schools made for children with special needs. The master investigates the organizational cross-pressures a Principal of a Danish school face when they, in the effort to make changes in their school´s daily practice, must manage different paradigms related to staff, management executives and politicians. In order to pin point this cross-pressure put up on the Principal from the Pupil’s parants the master use a discourse historical view at five parentschool relations and the view offered by the system theory which is based on the basic understanding that the world constitutes itself and can be observed as difference operations which means differentiations between the system and the surroundings The empirical material is based on interviews and on a rapport from SFI. Three of the interviews are made with principals who claims, they are successful in making their schools daily practice more including. The interviews aim is to reveal how they have done it and if special circumstances have made the change possible. The master concludes that all three schools, because of the demographic in their district, have been forced to make the change long before it became a demand from the politicians. In the daily leadership they focus their effort inside the school and they don´t consider the school surroundings. They focus on the professional paradigm and uses elements from the relational paradigm and NPM – Contract to focus the development of the school. The bureaucratic paradigm has almost no impact on the success. The principals recognize the impact on the cross-pressure from the parents, but they also see it as a condition of school operation and for that reason they don´t see this as a restriction of their autonomy.