Inclusive Education Between Vision and Reality: Navigating Knowledge Transfer and Transformation

Inclusive Education Between Vision and Reality: Navigating Knowledge Transfer and Transformation
Developing inclusive education through knowledge transfer is a complex process that requires bridging global principles with local contexts. This paper examines these dynamics through the lens of transfer, translation, and transformation (Cowen, 2006, 2009), emphasizing the situated nature of researcher perspectives. It provides a framework for ensuring accessibility, inclusivity, and collaborative engagement among researchers, practitioners, and policymakers.
Transfer, translation, and transformation represent interconnected phases in the movement of educational ideas across contexts. Leaning on Cowen’s (2006; 2009) understanding of the concept transfer involves the initial movement of an educational concept across national and transnational spaces, shaped by political and economic forces. Translation follows as the concept adapts to new cultural, social, and institutional settings, undergoing reinterpretation to maintain relevance. Transformation occurs when these translated ideas lead to systemic changes, either integrating fully into the local situation or fading if they fail to adapt.
This paper, based on a broader research on inclusive education in the Faroe Islands (Poulsen, 2023) investigates how inclusive principles transition from political vision to educational practice amidst tensions between general and special needs education. The study draws on interdisciplinary perspectives to embed inclusive education within local policy, society, and culture (Ainscow, 2020; Haug, 2017). Using a situational approach (Clarke et al., 2018; 2022), it develops a framework that reflects the complexities of implementing inclusive education in a localized setting.
The research highlights challenges in transferring, translating, and transforming global inclusion ideals into practical applications, questioning how knowledge must be structured, produced, and communicated for meaningful impact. It also examines the role of intermediaries in this process within the unique cultural and political landscape of the Faroe Islands. Findings indicate a lack of leadership and overarching policy initiatives that hinder inclusive education reform. Effective policy must integrate structural changes with social learning processes involving multiple stakeholders, including educators, students, policymakers, and community members (Poulsen, 2023).
Rather than focusing solely on implementing specific techniques, developing inclusive education necessitates engaging in broader social learning processes (Ainscow, 2020; Hedegaard-Soerensen, 2021). This study underscores the importance of professionalizing the school system to ensure teachers receive adequate training for fostering inclusive education. Challenges also arise from legislative constraints on teacher training programs and the role of academia in shaping inclusive education (Vijayavarathan-R & Óskarsdóttir, 2023).
The study advocates for an agonistic approach to inclusion, emphasizing negotiation and engagement despite differing values (Koutsouris et al., 2022). Drawing on Mouffe’s theory (2000), fostering inclusive education involves creating avenues for diverse voices to be expressed while ensuring constructive dialogue among stakeholders.
A key contribution of this research is its development of the concept of "situated inclusion" (Poulsen, 2023) within inclusive education discourse. This holistic perspective considers the negotiation of policies, administrative frameworks, and community engagement as crucial elements in fostering inclusion. By embedding Open Science principles (UNESCO, 2019) within educational research, this study promotes accessibility, fostering participatory dialogue between academia and educational practitioners. The research contributes to broader discussions on knowledge mobilization, intermediaries in educational transfer, and the open infrastructure necessary for effective scholarly communication and research-based policy development.
Methods
This study examines the development of inclusive education in the Faroese public school system through situational analysis (SA) (Clarke et al., 2018), integrating document analysis, policy reviews, ethnographic observations, and 97 stakeholder interviews (Poulsen, 2023). By applying Cowen’s (2006; 2009) framework of transfer, translation, and transformation, the research explores how global inclusion ideals are adapted to local contexts.
Traditional impact studies often present these processes as linear and systemic, overlooking the unpredictable shifts that occur when global ideas interact with local conditions (Christensen & Ydesen, 2015). SA, by contrast, embraces methodological pluralism, mapping the diverse actors, power dynamics, and epistemic tensions shaping inclusive education. It situates educational change relationally, highlighting the interplay of political, institutional, and societal forces rather than treating them as isolated factors.
This interdisciplinary approach—drawing from political science, sociology, and educational studies—allows for a holistic examination of inclusion policy and practice in the Faroe Islands. It recognizes that knowledge transfer involves negotiation and adaptation, influenced by local cultural and structural conditions. Findings reveal that while systemic barriers exist, the primary challenge lies in the lack of political leadership rather than technical constraints.
By rejecting rigid disciplinary boundaries, SA facilitates a holistic examination of how inclusive education develops, negotiating between policy, practice, and societal expectations. This approach aligns with calls for greater interdisciplinarity in the social sciences (Kalenda, 2016) and advances symbolic interactionism by exploring the dynamic interplay between actors and structures in shaping educational transformation.
A key contribution of this research is its emphasis on democratizing knowledge production. Clarke et al. (2022) argue for engagement without domination and cooperation without consensus in qualitative inquiry, aligning with Haraway’s (1988) call for translating knowledge across power-differentiated communities. This research contributes to theorizing inclusive education while offering insights that can inform local policy and practice. By integrating SA with an ecological approach, the study provides a framework for future research on transforming inclusive principles into practice.
Conclusion
This study highlights that inclusive education must be developed within the local context, aligning with Haug’s (2017) argument that each country should shape inclusion based on its unique perspectives. While this research engages with international literature, the Faroese case remains distinct, requiring a situated approach.
Key findings indicate that inclusive education development involves four levels: community, negotiation, policy and administration, and argument involvement. More than structural reforms, inclusion is a social learning process shaped by interactions across various practices (Ainscow, 2020; Hansen et al., 2020). The study underscores the need for political leadership to drive inclusive policies while involving diverse stakeholders in shaping the process. Pupils emerged as particularly insightful actors, offering clear perspectives on their experiences and needs.
Using a situational approach (Clarke et al., 2018), this research acknowledges that educational development is ongoing and shaped by changing situations. The study evolved over three years, refining its focus from "implementation" to "transfer, translation, and transformation" (Cowen, 2006; 2009). The theoretical concept of "agonism" emerged in later analysis, reinforcing the importance of negotiation in developing inclusive education.
Despite its extensive empirical base, this study recognizes the need for further research into specific sub-practices and evolving school policies. The limited academic community in the Faroe Islands (Gaini, 2013) calls for greater collaboration in educational research. Unlike broad evidence-based approaches (Mitchell, 2013), SA uncovers local challenges and opportunities, emphasizing the need for research that is both critical and situationally anchored.
Ultimately, this study advocates for political leadership in inclusion while stressing the importance of local knowledge. Beyond the Faroese situation, it contributes to global discussions on inclusive education by demonstrating the complexities of knowledge transfer, translation, and transformation in small societies as well as globally.

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