Structures of Uncertainty as an Analytical Concept in Comparative Research on Inclusive Education in Central and Eastern Europe
Structures of Uncertainty as an Analytical Concept in Comparative Research on Inclusive Education in Central and Eastern Europe
Author(s): Dorota PrysakSubject(s): Social Sciences, Education, Sociology, School education, State/Government and Education, Inclusive Education / Inclusion, Pedagogy
Published by: Vydavateľstvo Prešovskej univerzity v Prešove
Keywords: inclusive education; structures of uncertainty; countries of Central and Eastern Europe;
Summary/Abstract: Contemporary social reality is characterized by a high level of variability, fluidity, and uncertainty, which significantly impacts the functioning of educational systems. The pace and scope of ongoing transformations mean that educational institutions increasingly operate under conditions of limited predictability, adaptive pressure, and tensions between institutional stability and the need to implement change. In this context, inclusive education becomes not only an organizational and pedagogical challenge but also a source of strong social emotions, such as fear, uncertainty, and resistance to change. This article concerns the international research project "Structures of Uncertainty: Inclusive Education in Central and Eastern European Countries," implemented between 2024 and 2027. The main coordinator of the Visegrad Project is the University of Silesia in Katowice, in collaboration with three international partners: the University of Prešov in Slovakia, the University of Debrecen in Hungary, and Ambis University in the Czech Republic. The project aims to conduct a comparative analysis of the uncertainty structures surrounding the implementation of inclusive education and to strengthen the role of international cooperation in promoting the concept of inclusion in Central and Eastern European countries. The project is based on the premise that direct collaboration between teachers, researchers, educational policymakers, and representatives of civil society fosters trust, reduces institutional uncertainty, and deepens understanding of the principles of inclusive education. The results obtained are intended to contribute to the formulation of more coherent and stable systemic solutions for inclusive education in the Central and Eastern European region.
Journal: Štúdie zo špeciálnej pedagogiky
- Issue Year: 14/2025
- Issue No: 3
- Page Range: 176-186
- Page Count: 11
- Language: English
