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Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools

Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools
Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools
This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3‐year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.
collaborative action research, dialogue, inclusive education, student voice
0141-1926
670-687
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, Mel
441ae66a-c245-468d-94c7-55897660823f
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Ainscow, Mel
441ae66a-c245-468d-94c7-55897660823f

Messiou, Kyriaki and Ainscow, Mel (2020) Inclusive Inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46 (3), 670-687. (doi:10.1002/berj.3602).

Record type: Article

Abstract

This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3‐year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified.

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Inclusive inquiry paper _BERJ_2020 - Accepted Manuscript
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More information

Accepted/In Press date: 1 January 2019
e-pub ahead of print date: 4 March 2020
Published date: June 2020
Keywords: collaborative action research, dialogue, inclusive education, student voice

Identifiers

Local EPrints ID: 438492
URI: http://eprints.soton.ac.uk/id/eprint/438492
ISSN: 0141-1926
PURE UUID: 338385ea-d230-4b0b-b0cb-4b12e529b89f
ORCID for Kyriaki Messiou: ORCID iD orcid.org/0000-0003-3412-3108

Catalogue record

Date deposited: 11 Mar 2020 17:31
Last modified: 23 Jul 2022 02:06

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Contributors

Author: Kyriaki Messiou ORCID iD
Author: Mel Ainscow

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