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Methodological challenges in researching inclusive school cultures

Record type: Article

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.

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Citation

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).

More information

Published date: November 2004
Keywords: inclusive education, methodology, ethics, school cultures

Identifiers

Local EPrints ID: 12648
URI: http://eprints.soton.ac.uk/id/eprint/12648
ISSN: 0013-1911
PURE UUID: cedf3e6a-a64a-4424-83d0-0050ba8763c4
ORCID for Melanie Nind: ORCID iD orcid.org/0000-0003-4070-7513

Catalogue record

Date deposited: 29 Nov 2004
Last modified: 17 Jul 2017 17:02

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Contributors

Author: Melanie Nind ORCID iD
Author: Shereen Benajamin
Author: Kieron Sheehy
Author: Janet Collins
Author: Kathy Hall

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