Boundary-making between mainstream and special education: a posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms’

Abstract

This article explores production of divisions and belonging between mainstream and special education needs students in Danish primary education. The article analyses the boundary-making practices produced by teachers and materialities of schooling between mainstream education students and those with mild to moderate special needs whose schooling is divided between the mainstream classroom and special provisions within the walls of the mainstream school. The article is based on ethnographical fieldwork in two Danish public schools with Show more