Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools
Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools
This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers’ expectations of these groups as well as their practices. Using examples from the author’s research, it is argued that a focus on the views of students can facilitate an understanding of marginalisation as a broader concept that might be experienced by any student in school. In addition, the paper proposes an alternative approach, one that involves dialogue with students in order to challenge thinking that associates marginalisation with existing categories. Illustrative examples are used to demonstrate how such thinking can ensure the development of more inclusive thinking and practices that take account of all students.
306-317
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Messiou, Kyriaki
(2017)
Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools.
Educational Review, 71 (3), .
(doi:10.1080/00131911.2017.1410103).
Abstract
This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers’ expectations of these groups as well as their practices. Using examples from the author’s research, it is argued that a focus on the views of students can facilitate an understanding of marginalisation as a broader concept that might be experienced by any student in school. In addition, the paper proposes an alternative approach, one that involves dialogue with students in order to challenge thinking that associates marginalisation with existing categories. Illustrative examples are used to demonstrate how such thinking can ensure the development of more inclusive thinking and practices that take account of all students.
Text
Messiou_EducationalReview2017_FinalAceeptedforpublication_
- Accepted Manuscript
More information
Accepted/In Press date: 23 November 2017
e-pub ahead of print date: 11 December 2017
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Local EPrints ID: 415981
URI: http://eprints.soton.ac.uk/id/eprint/415981
ISSN: 0013-1911
PURE UUID: 3dd098a2-8b91-4c02-973b-fd5a1cffa599
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Date deposited: 29 Nov 2017 17:30
Last modified: 16 Mar 2024 05:58
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