Navigating Tensions Between Compensatory and Inclusive Education: Insights from the Faroe Islands

1. Research topic/aim
This paper, based on an extensive study in developing inclusive education in the Faroe Islands (Poulsen, 2023) explores the tension between general education and special needs education, examining the interplay between compensatory and inclusive approaches. It aims to investigate how these approaches influence the policy and practice of inclusive education and address the dilemmas between these two educational paradigms (Norwich & Koutsouris, 2017).
2. Theoretical framework
The study is grounded in the conceptual frameworks of compensatory and inclusive education (Haug, 2017). The compensatory approach emphasises creating separate, supportive environments for students with special needs, while the inclusive approach advocates integrating all students within general education settings. These frameworks are critically analysed to identify their limitations and how they intersect with societal and cultural factors in the Faroese environment.
3. Methodology/research design
Through an analysis of empirical material, the research examines perspectives from educational actors and actants within the Faroese education system (Clarke et al., 2018). It investigates structural, legislative, and cultural dimensions that influence the transfer, translation and transformation (Cowen, 2006) of inclusive principles into practice. Key focus areas include collaboration, professional understanding, and the roles of pupils, parents, and other stakeholders in developing inclusion.
4. Expected results/findings
The findings suggest that the Faroese education system predominantly employs a narrow approach to inclusion, often favouring compensatory practices. While the inclusive approach is viewed as desirable, it is hindered by significant legislative, structural, and cultural challenges (Norwich, 2014). Transforming inclusion requires addressing these challenges through local policy anchored in Faroese culture, fostering agonistic collaboration patterns, and ensuring that educators and stakeholders actively engage in inclusive policy and practices.
5. Relevance to Nordic educational research
This research contributes to Nordic educational discourse by examining inclusion within the unique cultural and ecological context of the Faroe Islands. It highlights the importance of contextualizing inclusive education within small-scale societies, where close relational networks and cultural norms shape educational practices. The study underscores the need for tailored, culturally sensitive approaches to navigate dilemmas between general and special needs education in Nordic settings.


Clarke, A. E., Friese, C., & Washburn, R. (2018). Situational analysis: grounded theory after the interpretive turn (2 ed.). SAGE.
Cowen, R. (2006). Acting comparatively upon the educational world: puzzles and possibilities. Oxford review of education, 32(5), 561-573. https://doi.org/10.1080/03054980600976155
Haug, P. (2017). Understanding inclusive education: ideals and reality. Scandinavian journal of disability research : SJDR, 19(3), 206-217. https://doi.org/10.1080/15017419.2016.1224778
Norwich, B. (2014). Changing policy and legislation and its effects on inclusive and special education: a perspective from England: Changing Policy and Legislation and Its Effects on Inclusive and Special Education. British Journal of Special Education, 41(4), 403-425. https://doi.org/10.1111/1467-8578.12079
Norwich, B., & Koutsouris, G. (2017). Addressing Dilemmas and Tensions in Inclusive Education. https://doi.org/https://doi.org/10.1093/acrefore/9780190264093.013.154
Poulsen, F. (2023). Inclusion in the Faroese public school: From political vision to practice in tension between general education and special needs education [PhD Thesis, Århus University and University of the Faroe Islands]. Århus Universty https://ebooks.au.dk/aul/catalog/book/496