Mapping the field of knowledge production on "inclusive"education policies in Argentina (2000-2013): its strengths, weaknesses and challenges.

MEO, ANALÍA INÉS; STEINBERG, CORA

Porto

Congreso; ECER 2014 - "The Past, the Present and Future of Educational Research in Europe; 2014

European Educational Research Association

This paper maps different research traditions on what we call "inclusive" educational policies in secondary schools in Argentina, during the period 2000-2013. It proposes a typology of studies based on their research questions, theoretical perspectives, and methodological strategies. Following Stevens (2007), a research tradition refers to a collection of studies that ask similar types of questions and deploy related conceptual and methodological tools to answer them. It also recognizes dominant and emerging conceptions of policy process and policies. From the analysis of the publications, three policy research traditions were defined: the "educational policy as policy documents" tradition; the "doing policy by school actors" tradition; and the "policy effects" tradition. The majority of the publications belonged to the last two categories.