The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools
The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools
This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.
critical communicative methodology, disability, egalitarian dialogue, inclusive research, resource provision, special educational needs, Critical communicative methodology; participatory research; inclusive research; co-production; egalitarian dialogue
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Strogilos, Vasilis
c3f5776e-d0b6-420f-9e65-730028e939b6
Strogilos, Vasilis
(2024)
The use of critical communicative methodology as a collaborative research approach to enhance co-creation of inclusive practices in schools.
International Journal of Research and Method in Education.
(doi:10.1080/1743727X.2024.2330607).
(In Press)
Abstract
This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction.
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Manuscript-The_methodology_of_CCM-published
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Accepted/In Press date: 17 March 2024
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© 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords:
critical communicative methodology, disability, egalitarian dialogue, inclusive research, resource provision, special educational needs, Critical communicative methodology; participatory research; inclusive research; co-production; egalitarian dialogue
Identifiers
Local EPrints ID: 488327
URI: http://eprints.soton.ac.uk/id/eprint/488327
ISSN: 1743-727X
PURE UUID: 27dfb87c-f63d-4b12-86a1-461c0858e00f
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Date deposited: 20 Mar 2024 17:51
Last modified: 02 May 2024 01:53
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