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Beyond the 'dilemma of difference': An analysis of stories from experienced teachers, about their inclusive practice.

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Title: Beyond the 'dilemma of difference': An analysis of stories from experienced teachers, about their inclusive practice.
Authors: Edwards, Tracy (AUTHOR)
Source: British Educational Research Journal. Jun2025, Vol. 51 Issue 3, p1421-1444. 24p.
Subjects: Individual needs, Phenomenography, Phenomenology, Consultants, Teachers
Abstract: Efforts to strengthen inclusive practice in education have been found to be underpinned by encounters with dilemmas. In particular, much has been written about the 'dilemma of difference', which is the perceived tension between wanting to provide for individual needs in education and wanting to avoid stigmatising individuals by treating them differently to others, in order to do this. This article outlines a research study that worked with 42 'dilemma stories', from 19 experienced teachers. The majority of these stories (35) were crafted as part of a methodological approach which involved story‐sharing dialogues with these teachers, transcription, and the (re)drafting of written narratives. Both phenomenography and hermeneutic phenomenology was applied to the analysis of the stories. This required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the 'pre‐reflective' and phenomenography's emphasis on conceptions. Through the analysis, a typology of 'four dilemmas of inclusive practice' was arrived at. This typology suggests that experienced teachers often look beyond the 'dilemma of difference' and find themselves in more nuanced predicaments, which are arguably less visible to policymakers and advisors. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Beyond the 'dilemma of difference': An analysis of stories from experienced teachers, about their inclusive practice.
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  Data: Efforts to strengthen inclusive practice in education have been found to be underpinned by encounters with dilemmas. In particular, much has been written about the 'dilemma of difference', which is the perceived tension between wanting to provide for individual needs in education and wanting to avoid stigmatising individuals by treating them differently to others, in order to do this. This article outlines a research study that worked with 42 'dilemma stories', from 19 experienced teachers. The majority of these stories (35) were crafted as part of a methodological approach which involved story‐sharing dialogues with these teachers, transcription, and the (re)drafting of written narratives. Both phenomenography and hermeneutic phenomenology was applied to the analysis of the stories. This required an acceptance of the apparent ontological dissonance between the hermeneutic phenomenological preoccupation with the 'pre‐reflective' and phenomenography's emphasis on conceptions. Through the analysis, a typology of 'four dilemmas of inclusive practice' was arrived at. This typology suggests that experienced teachers often look beyond the 'dilemma of difference' and find themselves in more nuanced predicaments, which are arguably less visible to policymakers and advisors. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.4129
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        Text: English
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      – SubjectFull: Individual needs
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      – SubjectFull: Phenomenography
        Type: general
      – SubjectFull: Phenomenology
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      – SubjectFull: Consultants
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              Text: Jun2025
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