Abstract
This article explores the discursive formation of inclusion in early childhood education and after‐school (recreation) centres in a Danish municipality. While inclusion has been a central educational issue in research and practice for well over quarter of a century, with continuing emphasis worldwide on ‘initiatives by governments’, this interest has centred on the school environment and institutions of higher education. Thus, despite increasing recognition of the significance of preschool and after‐school‐care, inclusion in these environments remains peripheral to the main debate.
Notes
1. In everyday language, the teachers are called adults.
2. Worth noting is also the totally absence of any rhetoric of the teachers’ task as a model of social competence, though developing on this point is beyond the scope of this article.