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Engaging with the views of students to promote inclusion in education

Engaging with the views of students to promote inclusion in education
Engaging with the views of students to promote inclusion in education
The argument developed in this paper is set within the context of an increasing global concern to promote inclusion in education. Drawing on the authors’ research over many years, it argues that an engagement with the views of students can lead to changes in understandings and practices that help to facilitate the development of more inclusive approaches in schools. At the same time, these experiences show how such processes can lead to ‘interruptions’ in the work of those in schools in ways that may challenge the status quo and sometimes lead to negative reactions. It is argued, however, that, under appropriate organisational conditions, such approaches can lead to dialogue between students and teachers that stimulates actions to promote inclusion in education. The paper concludes by outlining how such conditions can be promoted, focusing in particular on issues related to cultures and leadership.
1389-2843
1-17
Ainscow, Mel
ae677e63-2249-4e7c-b550-8dc2289d2366
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, Mel
ae677e63-2249-4e7c-b550-8dc2289d2366
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c

Ainscow, Mel and Messiou, Kyriaki (2018) Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19 (1), 1-17. (doi:10.1007/s10833-017-9312-1).

Record type: Article

Abstract

The argument developed in this paper is set within the context of an increasing global concern to promote inclusion in education. Drawing on the authors’ research over many years, it argues that an engagement with the views of students can lead to changes in understandings and practices that help to facilitate the development of more inclusive approaches in schools. At the same time, these experiences show how such processes can lead to ‘interruptions’ in the work of those in schools in ways that may challenge the status quo and sometimes lead to negative reactions. It is argued, however, that, under appropriate organisational conditions, such approaches can lead to dialogue between students and teachers that stimulates actions to promote inclusion in education. The paper concludes by outlining how such conditions can be promoted, focusing in particular on issues related to cultures and leadership.

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Ainscow and Messiou JEC 2017 - Accepted Manuscript
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More information

Accepted/In Press date: 9 November 2017
e-pub ahead of print date: 18 December 2017
Published date: February 2018

Identifiers

Local EPrints ID: 415982
URI: http://eprints.soton.ac.uk/id/eprint/415982
ISSN: 1389-2843
PURE UUID: e7006039-8ca6-4893-8a89-e813b4707897
ORCID for Kyriaki Messiou: ORCID iD orcid.org/0000-0003-3412-3108

Catalogue record

Date deposited: 29 Nov 2017 17:30
Last modified: 17 Dec 2019 05:45

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Contributors

Author: Mel Ainscow
Author: Kyriaki Messiou ORCID iD

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