Rektorer i institutionell trängsel: Navigering mellan styrningskrav och inkluderingsideal om en skola för alla

Johanna Lüddeckens

doi:10.7577/nat.6374

Forfattere

Johanna Lüddeckens Linnéuniversitetet https://orcid.org/0000-0002-4752-4552

DOI:

https://doi.org/10.7577/nat.6374

Nøgleord:

Skolstyrning, instutionella logiker, inkluderande utbildning, resursallokering

Resumé

Den här artikeln undersöker hur svenska rektorer hanterar spänningar mellan inkluderingsideal och krav på pedagogisk och organisatorisk differentiering, med särskilt fokus på elever med autism. Autism aktualiserar ofta dilemman kring både pedagogiska och organisatoriska lösningar och blir därmed relevant för att synliggöra rektorers handlingsutrymme. Med institutionella logiker och meningsskapande som teoretiska linser fokuserar studien på rektorers tolkningar, medan skolchefernas perspektiv fungerar som kontext. Utifrån digitala intervjuer med åtta rektorer och sju skolchefer identifieras flera samexisterande och ibland motstridiga logiker; inkludering, differentiering, effektivitet, hållbarhet, relationell tillit och politik, som påverkar hur rektorer motiverar och genomför beslut. Meningsskapande framträder som en nyckelprocess för att integrera förväntningar i lokala strategier. Resultatet visar att rektorer ägnar sig åt pragmatiska balansakter formade av normer, förutsättningar och stöd. Studien är begränsad till ett mindre urval och inkluderar inte elevers eller vårdnadshavares perspektiv, vilket påverkar generaliserbarheten. Framtida forskning bör inkludera dessa röster och följa hur inkluderingsstrategier utvecklas över tid och i olika organisatoriska kontexter.

Forfatterbiografi

Johanna Lüddeckens, Linnéuniversitetet

Doktorand i skolledarskap och universitetsadjunkt/Universitetsadjunkt, Institutionen för pedagogik och lärande (PEL), Linnéuniversitetet

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