Analiza upotrebe pojma ‘inkluzivno obrazovanje’ u XXI veku – analiza ključnih reči u međunarodnim časopisima

Abstract

For a particular field of research, each significant term has its own history, contexts of use and position in relation to other relevant terms. In this paper we want to explore the use of the term ‘inclusive education’ in scientific periodicals. Our analysis is limited to the use of this phrase within author keywords. The sample consists of articles published in English in the period from 2001 to 2020. In particular, a total of 1784 were included. All data were taken from the Scopus database. Data analysis was performed with the help of VOSviewer, which enables visual analysis and display of data. The basic method we used in the data analysis was the author keyword co-occurrence. The results show that in research, inclusive education is primarily approached from two perspectives – from the macro perspective related to educational policy and from the micro perspective, which primarily refers to the role of teacher

Za određeno polje istraživanja svaki značajan pojam ima svoju istoriju, kontekste upotrebe i poziciju u odnosu spram drugih relevantnih termina. U radu želimo da istražimo upotrebu pojma ‘inkluzivno obrazovanje’ u naučnoj periodici. Naša analiza je ograničena na upotrebu ove sintagme u okviru ključnih reči. Uzorak čine članci objavljeni na engleskom jeziku u periodu od 2001. do 2020. godine. Konkretno, njih ukupno 1784. Svi podaci su preuzeti iz Scopus baze. Analiza podataka je obavljena uz pomoć programa VOSviewer koji omogućava vizuelnu analizu i prikaz podataka. Osnovna metoda kojom smo se koristili u analizi podataka je koincidencija ključnih reči definisanih od strane autora (author keyword co-occurrence). Rezultati pokazuju da se u istraživanjima inkluzivnom obrazovanju prevashodno pristupa sa dva stanovišta – sa makro stanovišta koji se odnosi na obrazovnu politiku i sa mikro stanovišta koje se, pre svega, odnosi na ulogu nastavnika.