Kirsi Neuvonen. Article as part of PhD. NORENSE funding 2021: 50000 NOK.

In my article dissertation, I study the experiences and the implementation of inclusive teaching in Steiner Waldorf schools in Finland and Norway by conceptual analysis and interpretative phenomenological analysis (IPA). The aim of the study is to find answers to the question of How inclusion is implemented in Steiner Waldorf comprehensive schools by collecting Steiner Waldorf school teachers’ and pupils’ views and experiences about inclusive education. The theoretic methodological framework of my research is divided into two methods of analysis: to conceptual analysis of participation and agency and to interpretive phenomenological analysis method (IPA), which is covering the empirical part of my research. The expected results of the study include clarification of the concepts of participation and agency in inclusive pedagogy and Steiner Waldorf pedagogy, as well as mapping out the personal experiences on inclusive education. The research results can be utilised in designing and developing the educational systems, in addition to teacher training and education. My research produces socially, nationally and internationally significant new knowledge, that can be used to develop the Finnish and Norwegian educational system. With this application I apply for funding for my conceptual analysis article, which I write for deepening the understanding of Inclusive pedagogy and Steiner Waldorf pedagogy. The purpose of this part of my study is to identify elements of inclusive pedagogy and Steiner Waldorf pedagogy that enhance student participation and agency in school. The expected results will reveal the basic elements of participation and agency in inclusive pedagogy and Steiner Waldorf pedagogy.