Inkluderande didaktiska dimensioner – En fenomenologisk studie av lärares undervisning ur elevers perspektiv

Abstract in English

This thesis explores how inclusive education is experienced, understood, and made possible through teaching, from the perspective of upper secondary school students. The study is grounded in phenomenology and aims to contribute to an understanding of how inclusive education through Didaktik can be understood and enacted. The research is guided by three questions: (1) How is inclusive education constituted from the students’ perspective? (2) How does inclusive education manifest in teachers’ work, according to students? (3) What does inclusive education contribute to, from the students’ point of view? Students’ perspectives are seen both as a striving for inclusion within the study itself and as critical voices capable of challenging established understandings and practices. The study is based on a broad understanding of inclusion, regardless of the reason for exclu¬sion, and rests on a phenomenological view of the world as lived and made meaningful through human experience, life, and action. Epistemologically, this implies that knowledge of the world can only be accessed through human experience. In line with a continental tradition of Bildung, inclusion is understood as a fundamentally didaktic endeavor, realized through what is referred to as broad teaching. The empirical material was produ¬ced in six Swedish upper secondary schools and consists of students’ reflections on both current and previous school experiences. The material includes digital open-ended surveys (approx. 600 students), interviews (individual and group, 21 students), and creative workshops (e.g., drawing, role-playing) with two classes. The analysis followed seven phenomeno¬logical steps, aiming to maintain an open, phenomenological attitude. The findings show that students’ experiences of inclusive teaching comprise three inter¬woven aspects: a subjective sense of safety and comfort; an intersubjective community characterized by equity and openness; and a learning process that stimulates motivation and the desire to develop. Inclusive teaching is made possible through three didaktic dimensions: didaktic persona (the teacher’s authenticity and stance), didaktic alliance (the teacher–student relation¬ship), and didaktic action (concrete pedagogical practices). They together form what is termed Interwoven Inclusive Teaching (IIT). The thesis concludes that inclusive education emerges when teachers didaktically create a spatiality that enable students to learn and grow beyond societal limitations. The results offer both theoretical concepts and practical tools for under-standing and