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Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis

Cathryn Knight Orcid Logo, Tom Crick Orcid Logo

ECNU Review of Education, Volume: 5, Issue: 2, Pages: 258 - 283

Swansea University Authors: Cathryn Knight Orcid Logo, Tom Crick Orcid Logo

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DOI (Published version): 10.1177/20965311211039858

Abstract

Purpose: This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, UK. Wales is currently undergoing the most significant changes to its education system since political devolution from the UK Government in 1999. Key to these changes is t...

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Published in: ECNU Review of Education
ISSN: 2096-5311 2632-1742
Published: SAGE Publications 2022
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URI: https://cronfa.swan.ac.uk/Record/cronfa57134
first_indexed 2021-06-16T07:11:19Z
last_indexed 2023-01-11T14:36:51Z
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spelling 2022-07-25T16:16:17.0655315 v2 57134 2021-06-16 Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis e43d033fc7f2ccc9317c49df10b9b7bb 0000-0002-7574-3090 Cathryn Knight Cathryn Knight true false 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-06-16 SOSS Purpose: This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, UK. Wales is currently undergoing the most significant changes to its education system since political devolution from the UK Government in 1999. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations; alongside these and wider system-level reforms there is ambition to create an inclusive education system in Wales. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums — ‘practice’ and ‘values’ — to map and interpret these documents.Methods: This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings: The analysis reveals that despite a foregrounded commitment to inclusion there is disparity both within and between the policy and guidance documents.Originality/Value: The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales, providing insight into the emerging national education system reforms, as well as developing an approach for evaluating inclusive education systems in other jurisdictions. Journal Article ECNU Review of Education 5 2 258 283 SAGE Publications 2096-5311 2632-1742 additional learning needs, critical policy analysis, curriculum reform, inclusion, special educational needs, Wales 1 6 2022 2022-06-01 10.1177/20965311211039858 COLLEGE NANME Social Sciences School COLLEGE CODE SOSS Swansea University Not Required The authors received no financial support for the research, authorship, and/or publication of this article. 2022-07-25T16:16:17.0655315 2021-06-16T08:07:10.1470125 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Cathryn Knight 0000-0002-7574-3090 1 Tom Crick 0000-0001-5196-9389 2 57134__20993__1b89d6cd57eb4949aa9c236455acfc61.pdf 20965311211039858.pdf 2021-09-24T07:50:16.5384649 Output 820125 application/pdf Version of Record true This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License true eng https://creativecommons.org/licenses/by-nc/4.0/
title Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
spellingShingle Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
Cathryn Knight
Tom Crick
title_short Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
title_full Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
title_fullStr Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
title_full_unstemmed Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
title_sort Inclusive Education in Wales: Interpreting Discourses of Values and Practice Using Critical Policy Analysis
author_id_str_mv e43d033fc7f2ccc9317c49df10b9b7bb
200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv e43d033fc7f2ccc9317c49df10b9b7bb_***_Cathryn Knight
200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Cathryn Knight
Tom Crick
author2 Cathryn Knight
Tom Crick
format Journal article
container_title ECNU Review of Education
container_volume 5
container_issue 2
container_start_page 258
publishDate 2022
institution Swansea University
issn 2096-5311
2632-1742
doi_str_mv 10.1177/20965311211039858
publisher SAGE Publications
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
document_store_str 1
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description Purpose: This paper provides a detailed analysis of inclusive education policies in the context of major system reform in Wales, UK. Wales is currently undergoing the most significant changes to its education system since political devolution from the UK Government in 1999. Key to these changes is the new Curriculum for Wales and the Additional Learning Needs (ALN) regulations; alongside these and wider system-level reforms there is ambition to create an inclusive education system in Wales. This paper explores how inclusion is articulated and communicated within the key policy and guidance documents, using two continuums — ‘practice’ and ‘values’ — to map and interpret these documents.Methods: This paper uses critical policy analysis to make sense of these various inclusive education policy reforms in Wales.Findings: The analysis reveals that despite a foregrounded commitment to inclusion there is disparity both within and between the policy and guidance documents.Originality/Value: The paper highlights the lack of coherence of key messages articulated through education policy documentation in Wales, providing insight into the emerging national education system reforms, as well as developing an approach for evaluating inclusive education systems in other jurisdictions.
published_date 2022-06-01T14:06:07Z
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