(Dis) Empowered Stakeholders - Advancement of "Inclusion" educational policies in the Czech Republic
Abstract
In the Czech Republic, the educational policy is not very stable and lacks continuity (Matějů et. al., 2010; Veselý, 2013) Changes often come quickly and without an intensive discussion with teachers. There is a big discrepancy between what should an inclusive policy support - individual development of students, safety and friendly atmosphere on the one hand - and the pressure on results, testing and comparing of school per results and rates of students being accepted to high school on the other hand.
The aim of this paper is to describe factors which empower or disempower stakeholders to take an active role in shaping and implementing educational policies on the example of policy guidelines on inclusion in education, as well as to describe gaps in their interaction. The factors I will elaborate on are: team leadership, team cohesion, common values, school reputation, trust (internal and external) among different stakeholders, role of parents, fear from "white flight" (segregation) and clarity (or its lack) regarding the role of teachers, or other stakeholders.
To interpret the role of teachers and other stakeholders in educational politics (including their role in drafting and implementation of policies) I will refer to concept of empowerment (Rowlands, 1995; Mulkau, 2014; Kreisberg; 1992). Stemming from these concepts, teachers should take more active role in drafting and implementing education policies (Veselý; 2013).
I will also investigate the link patterns of Freires Banking concept of education in organizational management and organizational culture. Major disempowering factor are unclear boundaries of teachers and other stakeholders' roles.
The borderline is derived from the goals set by each stakeholder, but is conflicting with the fuzzy political priorities since 1989. The situation is not very new, shifting role border between state and family education already described Moree (2013).