Methodological challenges in researching inclusive school cultures

Nind, Melanie, Benajamin, Shereen, Sheehy, Kieron, Collins, Janet and Hall, Kathy (2004) Methodological challenges in researching inclusive school cultures Educational Review, 56, (3), pp. 259-270. (doi:10.1080/0013191042000201172).


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This paper addresses the methodological challenges faced in a pilot study of the processes and cultures of inclusion and exclusion in two primary school classrooms. The authors, who were the research team, engaged with a range of practical and ethical challenges, some of which face any researcher entering classroom contexts and some of which were specific to our focus on inclusive school processes and cultures. This article is about the latter: challenges of who decides that a school is inclusive and worthy of attention in an inclusion study; how we look for and recognise inclusive school cultures; how much we do and should change things that we find; and how to put children and their experiences at the centre of our research. We discuss the risks of pathologising and objectifying children and a key issue that arose for us, the risk of problematising teachers when (perhaps inevitably) we found more evidence of exclusionary than inclusionary processes at work.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1080/0013191042000201172
ISSNs: 0013-1911 (print)
Keywords: inclusive education, methodology, ethics, school cultures
ePrint ID: 12648
Date :
Date Event
November 2004Published
Date Deposited: 29 Nov 2004
Last Modified: 16 Apr 2017 23:52
Further Information:Google Scholar

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