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Teaching standards and inclusion: beyond educating the same way

Teaching standards and inclusion: beyond educating the same way
Teaching standards and inclusion: beyond educating the same way

In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means by which educators can critically respond to the uncomfortable couplet of standardisation and difference. This is primarily achieved by theorising alternative ways of making sense of difference. Core to the argument is that standards can become more than prescriptions for educating in the same way when teachers recognise their positionality, examine the socio-cultural context of their work, and take action to ensure equality or equity of opportunity within the classroom. The paper is presented in three sections. The first section addresses the use of teaching standards in the United States and Australia, examining various ways inclusive education is articulated as a standard for practice. The second section engages theory from critical disability studies as a fillip to thinking differently about disability. The final section creates conceptual space for educators to move effectively between different intentions–their own as practitioners, the profession’s standards, and socio-material conditions involving ethics and accountability. On the whole, conveyed throughout the paper is the necessity for teachers to orientate towards contextual sense-making of professional standards to support inclusive practice.

Professional standards, accountability, difference, inclusive education, sense-making
1047-6210
Corcoran, Tim
7b5f49f0-a238-4fdb-944d-16f4c54ec779
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Rice, Bethany
2e736fe8-e294-4105-8353-81f613d1b797
Corcoran, Tim
7b5f49f0-a238-4fdb-944d-16f4c54ec779
Whitburn, Ben
ae7b4b48-a2c6-4c2b-8b95-29f8aa9af1ba
Rice, Bethany
2e736fe8-e294-4105-8353-81f613d1b797

Corcoran, Tim, Whitburn, Ben and Rice, Bethany (2022) Teaching standards and inclusion: beyond educating the same way. Teaching Education. (doi:10.1080/10476210.2022.2136157).

Record type: Article

Abstract

In the context of international systemic reforms promoting professional standards for teachers and inclusivity of diverse students in schools, this paper presents and demonstrates conceptual means by which educators can critically respond to the uncomfortable couplet of standardisation and difference. This is primarily achieved by theorising alternative ways of making sense of difference. Core to the argument is that standards can become more than prescriptions for educating in the same way when teachers recognise their positionality, examine the socio-cultural context of their work, and take action to ensure equality or equity of opportunity within the classroom. The paper is presented in three sections. The first section addresses the use of teaching standards in the United States and Australia, examining various ways inclusive education is articulated as a standard for practice. The second section engages theory from critical disability studies as a fillip to thinking differently about disability. The final section creates conceptual space for educators to move effectively between different intentions–their own as practitioners, the profession’s standards, and socio-material conditions involving ethics and accountability. On the whole, conveyed throughout the paper is the necessity for teachers to orientate towards contextual sense-making of professional standards to support inclusive practice.

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Teaching standards and inclusio- beyond educating the same - Accepted Manuscript
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More information

Accepted/In Press date: 11 October 2022
e-pub ahead of print date: 25 October 2022
Keywords: Professional standards, accountability, difference, inclusive education, sense-making

Identifiers

Local EPrints ID: 473674
URI: http://eprints.soton.ac.uk/id/eprint/473674
ISSN: 1047-6210
PURE UUID: 623efefc-b8eb-4280-8bfa-2ac08ce7d681
ORCID for Ben Whitburn: ORCID iD orcid.org/0000-0003-3137-2803

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Date deposited: 27 Jan 2023 17:42
Last modified: 31 Jan 2023 03:07

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Contributors

Author: Tim Corcoran
Author: Ben Whitburn ORCID iD
Author: Bethany Rice

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