Mapping the meanings of inclusive education: a following the policy approach

Abstract

ABSTRACT Over the past few decades, inclusive education has emerged as a transformative force in educational policies worldwide, and Argentina has been no exception, witnessing numerous inclusive education reforms over the past 30 years. This article examines through a ‘follow the policy’ approach what are the prevailing conceptions of inclusive education within Argentina’s policy-making processes. Drawing on Ball’s framework, this article employs a tripartite analysis that encompasses: A) the policy-framing, B) the policy-explanation, and C) the policy-forming. This approach delves into the period between 2010 and 2020, exploring how inclusive education policies as a moving target are translated, adopted, and resisted, providing a comprehensive understanding of the dynamics at play. Results show broad spaces of reinterpretation and translation throughout the policy cycle. In educational contexts with low accountability, inclusive education reforms appear to heavily rely on teachers, particularly their storylines, and their processes of reinterpretation and translation. Their pivotal role in implementing these reforms can significantly shape the outcomes and effectiveness of inclusive practices.