Student diversity and student voice conceptualisations in five European countries: implications for including all students in schools
Student diversity and student voice conceptualisations in five European countries: implications for including all students in schools
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term ‘student voice’ is a term that is not used in some of the countries’ policies. Instead, other terms that relate to student voice, such as ‘participation’, are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools.
European countries, Student diversity, inclusive education, schools, student voice
Messiou, Kyriaki
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Bui, Lien Thi Hanh
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Ainscow, Mel
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Gasteiger-Klicpera, Barbara
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Bešić, Edvina
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Paleczek, Lisa
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Hedegaard-Sørensen, Lotte
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Ulvseth, Hilde
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Vitorino, Teresa
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Santos, Jorge
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Simon, Cecilia
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Sandoval, Marta
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Echeita, Gerardo
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Messiou, Kyriaki
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Bui, Lien Thi Hanh
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Ainscow, Mel
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Gasteiger-Klicpera, Barbara
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Bešić, Edvina
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Paleczek, Lisa
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Hedegaard-Sørensen, Lotte
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Ulvseth, Hilde
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Vitorino, Teresa
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Santos, Jorge
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Simon, Cecilia
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Sandoval, Marta
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Echeita, Gerardo
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Messiou, Kyriaki, Bui, Lien Thi Hanh, Ainscow, Mel, Gasteiger-Klicpera, Barbara, Bešić, Edvina, Paleczek, Lisa, Hedegaard-Sørensen, Lotte, Ulvseth, Hilde, Vitorino, Teresa, Santos, Jorge, Simon, Cecilia, Sandoval, Marta and Echeita, Gerardo
(2020)
Student diversity and student voice conceptualisations in five European countries: implications for including all students in schools.
European Educational Research Journal.
(doi:10.1177/1474904120953241).
Abstract
This article analyses the ways in which notions of student diversity and student voice are defined in five European countries, two terms directly related to notions of inclusion. In so doing, it examines links between the two terms, noting that, often, they are used in international research without acknowledging the ways that they are defined within particular national contexts. Using literature and policy documents from five countries (i.e. Austria, Denmark, England, Portugal and Spain), the article highlights similarities as well as differences in the various contexts. Through the analysis of these texts, the paper concludes that diversity is conceptualised in five ways, although there is occasionally overlap of different conceptualisations in some of the countries. Meanwhile, the term ‘student voice’ is a term that is not used in some of the countries’ policies. Instead, other terms that relate to student voice, such as ‘participation’, are used. The paper discusses the implications of these varied understandings for the promotion of the inclusion of all students in schools.
Text
Messiouetal Student diversity and student voice conceptualisations in five European countries August 2020
- Accepted Manuscript
Text
1474904120953241
- Version of Record
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Accepted/In Press date: 1 August 2020
e-pub ahead of print date: 9 September 2020
Additional Information:
Funding Information:
The author(s) declared the following potential conflicts of interest with respect to the research, authorship, and/or publication of this article: The project has been funded with support from the European Commission (EC). This publication reflects the views only of the authors, and the EC cannot be held responsible for any use which may be made of the information contained therein.
Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The project ‘Reaching the ‘hard to reach’: Inclusive Responses to diversity through child-teacher dialogue’ (2017–2020) is funded by Erasmus+ Key Action 2, School Education Strategic Partnerships (Grant Number: 2017-1-UK01-KA201-036665).
Publisher Copyright:
© The Author(s) 2020.
Keywords:
European countries, Student diversity, inclusive education, schools, student voice
Identifiers
Local EPrints ID: 443050
URI: http://eprints.soton.ac.uk/id/eprint/443050
ISSN: 1474-9041
PURE UUID: fee6b9d7-358b-4bcf-8060-58d750d46f98
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Date deposited: 07 Aug 2020 16:30
Last modified: 17 Mar 2024 05:48
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Contributors
Author:
Lien Thi Hanh Bui
Author:
Mel Ainscow
Author:
Barbara Gasteiger-Klicpera
Author:
Edvina Bešić
Author:
Lisa Paleczek
Author:
Lotte Hedegaard-Sørensen
Author:
Hilde Ulvseth
Author:
Teresa Vitorino
Author:
Jorge Santos
Author:
Cecilia Simon
Author:
Marta Sandoval
Author:
Gerardo Echeita
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