Developing inclusive practices: the role of student-teacher dialogues
Developing inclusive practices: the role of student-teacher dialogues
A focus on students' voices in schools has gained growing interest internationally, particularly since the United Nations Convention on the Rights of the Child. This chapter focuses on efforts to address this gap by describing collaborative action research between the University of Southampton and Wordsworth Primary School. It uses an example from the work in Wordsworth Primary School, over a period of four years, to illustrate how a small pilot with a trio of teachers in the first year was then expanded across the whole school. The chapter focuses on the power of students' voices, and the creation of dialogues between children and teachers in order to develop inclusive practices. The notion of inclusion has been strongly linked to the concept of students' voices.
30-44
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Galbally, Leanne
d089f76e-28e3-42f7-a0b4-55adfc4a5d27
12 October 2022
Messiou, Kyriaki
6b3cb19d-a4de-4380-9326-80167b2dda7c
Galbally, Leanne
d089f76e-28e3-42f7-a0b4-55adfc4a5d27
Messiou, Kyriaki and Galbally, Leanne
(2022)
Developing inclusive practices: the role of student-teacher dialogues.
In,
Black-Hawkins, Kristine and Grinham-Smith, Ashley
(eds.)
Expanding Possibilities for Inclusive Learning.
London, United Kingdom.
Routledge, .
(doi:10.4324/9781003137634-3).
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Abstract
A focus on students' voices in schools has gained growing interest internationally, particularly since the United Nations Convention on the Rights of the Child. This chapter focuses on efforts to address this gap by describing collaborative action research between the University of Southampton and Wordsworth Primary School. It uses an example from the work in Wordsworth Primary School, over a period of four years, to illustrate how a small pilot with a trio of teachers in the first year was then expanded across the whole school. The chapter focuses on the power of students' voices, and the creation of dialogues between children and teachers in order to develop inclusive practices. The notion of inclusion has been strongly linked to the concept of students' voices.
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Accepted/In Press date: 24 February 2022
e-pub ahead of print date: 12 October 2022
Published date: 12 October 2022
Identifiers
Local EPrints ID: 455456
URI: http://eprints.soton.ac.uk/id/eprint/455456
PURE UUID: 1aee3df0-e459-4d5d-8027-88d7246e1554
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Date deposited: 22 Mar 2022 17:37
Last modified: 17 Mar 2024 03:31
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Contributors
Author:
Leanne Galbally
Editor:
Kristine Black-Hawkins
Editor:
Ashley Grinham-Smith
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