Collaborating with children in exploring marginalisation: an approach to inclusive education
Collaborating with children in exploring marginalisation: an approach to inclusive education
This article focuses on the importance of engaging with children's voices in school settings in order to understand and deal with marginalisation. Engaging with the views of children and young people is an essential part of the process of developing inclusion. It can be viewed as an approach to inclusive education, which predominantly places emphasis on the views of the learners rather than on other organisational aspects within a school context. The study reported here is from a collaborative piece of research in one primary school classroom where practitioners, children and the researcher worked together in order to identify areas of concern within the particular context, in order to address marginalisation. The benefits, as well as the complexities of engaging in such processes are discussed. Furthermore, the study has led to the development of a framework for promoting inclusion that is presented here. The framework can be used to guide a systematic way of collecting evidence that will facilitate the process of understanding and dealing with marginalisation, and promoting inclusion, that can be incorporated into the daily work of practitioners.
marginalisation, inclusive education, students' voices, schools
1311-1322
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
June 2011
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
(2011)
Collaborating with children in exploring marginalisation: an approach to inclusive education.
International Journal of Inclusive Education, 16 (12), .
(doi:10.1080/13603116.2011.572188).
Abstract
This article focuses on the importance of engaging with children's voices in school settings in order to understand and deal with marginalisation. Engaging with the views of children and young people is an essential part of the process of developing inclusion. It can be viewed as an approach to inclusive education, which predominantly places emphasis on the views of the learners rather than on other organisational aspects within a school context. The study reported here is from a collaborative piece of research in one primary school classroom where practitioners, children and the researcher worked together in order to identify areas of concern within the particular context, in order to address marginalisation. The benefits, as well as the complexities of engaging in such processes are discussed. Furthermore, the study has led to the development of a framework for promoting inclusion that is presented here. The framework can be used to guide a systematic way of collecting evidence that will facilitate the process of understanding and dealing with marginalisation, and promoting inclusion, that can be incorporated into the daily work of practitioners.
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Published date: June 2011
Keywords:
marginalisation, inclusive education, students' voices, schools
Organisations:
Social Justice & Inclusive Education
Identifiers
Local EPrints ID: 344230
URI: http://eprints.soton.ac.uk/id/eprint/344230
ISSN: 1360-3116
PURE UUID: 22aaadac-dfd3-4100-a353-14179e926f79
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Date deposited: 15 Oct 2012 14:10
Last modified: 15 Mar 2024 03:45
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