| Abstract [eng] |
The dissertation research highlights the assumptions that change in the strivings of the education system is inevitably accompanied by change in the conception of the school as organisational culture, which is influenced by competition, changing societal requirements, learner expectations, the increasingly growing state’s interest, accountability, requirements. The paper substantiates the theoretical concept of the school as organisational culture, discusses the phenomenon of school culture in the context of inclusive education, conceptualises the conception of inclusive education in the context of educational paradigms. A qualitative research conducted employing a semi-structured interview method aimed to find out what meanings pupils, teachers and parents gave to manifestation of non-formal musical activities at the gymnasium and how inclusive culture could be created at the gymnasium, based on non-formal musical activities. The research revealed that the creation of the gymnasium’s inclusive culture (GIC) model through non-formal musical activities was significant in creating the school for all, since the application of this model eliminated discrimination and exclusion of pupils who had the inclusive aspect and involved all members of the organisation. Such way of fostering culture, when the whole community, being open to change, gets actively involved in school life, reasonably leads to the conclusion that the fundamental values formed by non-formal musical activities not only positively affect pupils’ striving to express themselves creatively, to experience a situation of success through music-making but also strengthens collaboration-based relation among all participants in the educational process. |
