Positionierungen im Kontext von Inklusion : Eine diskursanalytische Interviewstudie zu Eltern von Kindern mit zugeschriebenen Förderbedarf

Abstract

In light of the increasing responsibility of parents of children with ascribed special educational needs for their children’s education, the present study examines the subjectivation of such parents in the context of school choice and inclusive schooling of their children. The interview study takes a poststructuralist-praxeological perspective and examines subjectivation as positioning in discursive practices. The empirical part of the study can be read as a collage of positionings of such parents on questions of their child’s schooling: The positioning of parents of children with attributed special educational needs concerning rejective positions of primary schools regarding the schooling of their child, positioning concerning the choice of a secondary school, and positioning concerning expectations for learning and school success in the context of inclusive schooling are examined. The power-analytical perspective adopted here enables a more precise understanding of what it means for parents of children with ascribed special educational needs to have to position themselves regarding questions of the schooling of their own child in the context of inclusion.