Bridging global ideals and local realities: navigating the complex path to inclusive education in the Faroe Islands

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Abstract

This article investigates the complex process of adapting Global North–driven principles of inclusive education to the local circumstances of the Faroe Islands, a small and culturally distinct society in the North Atlantic. Drawing on situational analysis and a holistic, ecological approach to inclusion the study examines how international ideas of equity and participation are interpreted, negotiated, and sometimes even resisted within the Faroese educational landscape. Based on extensive empirical research, including document analysis, school observations, and interviews with 97 stakeholders across multiple levels of the education system, the findings reveal that inclusive education in the Faroe Islands is still in an emergent phase. The study highlights significant barriers to progress, including the absence of political leadership, limited structural support, and a lack of coherent school policy frameworks. These challenges are deeply shaped by the country’s unique sociopolitical dynamics, including its postcolonial ties to Denmark, traditional conservative cultural values, and the intimate scale of its society. At the same time, the research identifies opportunities for development through the mobilisation of local knowledge, civic engagement, and professional reflection. By situating the Faroese experience within broader Arctic and Northern contexts, the study contributes to ongoing discussions on educational transformation and social justice. It offers insights into how small-scale societies might localise global inclusive education goals in ways that are both ethically grounded and culturally responsive.

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Keywords

inclusive education, global-local dynamics, Faroe Islands, global north, situational analysis

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