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141.
The study on which this article reports sought to explain the complexity of the relationship between inclusion policies and practices in education in Slovakia. Education policy in Slovakia is characterised by an enduring resistance to inclusion practices, despite the presence of humanist inclusion discourses. Accordingly, education policy and practices in Slovakia manifest a conflicting or parallel application of humanist and neoliberal discourses on inclusion. The analysis presented identifies three types of inclusion discourses in Slovak education policy today: (1) general individualised, (2) specified individualised, and (3) neoliberal discourses. Concrete examples are provided of each of the three types of discourses in Slovak education policy, to illustrate specific educational policies in different education sectors. Specific national challenges related to notions of inclusion and the associated paradoxes and differing perceptions of inclusion are discussed. The conclusion highlights the question of whether a truly democratic society can exist without humanistic and inclusive ideals. 相似文献
142.
Journal of Science Education and Technology - Studies maintain that computational thinking (CT) is associated with science content and scientific processes as well as with many disciplines. It is... 相似文献
143.
Journal of Science Education and Technology - 相似文献
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145.
PROSPECTS - The Covid-19 pandemic has changed our way of life temporarily and perhaps forever. As such, how educators respond to the contemporary situation is not without consequence. Inspired by... 相似文献
146.
147.
Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed... 相似文献