Promoting Social Inclusion in Educational Settings: Challenges and Opportunities

Autor/inn/en	Juvonen, Jaana; Lessard, Leah M.; Rastogi, Ritika; Schacter, Hannah L.; Smith, Danielle Sayre
Titel	Promoting Social Inclusion in Educational Settings: Challenges and Opportunities
Quelle	In: Educational Psychologist, 54 (2019) 4, S.250-270 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2019.1655645
Schlagwörter	Educational Environment; Barriers; Social Environment; Inclusion; Bullying; Social Isolation; Friendship; Victims; Student Characteristics; Ethnicity; Racial Differences; Sexual Orientation; Body Weight; Peer Acceptance; Group Dynamics; Interpersonal Relationship; Prevention; Faculty Development; Teacher Behavior; School Culture; Student Diversity; Teacher Role; Intervention; Multicultural Education; Social Development; Emotional Development; Social Attitudes; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziales Umfeld; Inklusion; Mobbing; Soziale Isolation; Freundschaft; Victim; Opfer; Ethnizität; Rassenunterschied; Sexuelle Orientierung; Körpergewicht; Gruppendynamik; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prävention; Vorbeugung; Teacher behaviour; Lehrerverhalten; Schulkultur; Schulleben; Lehrerrolle; Multikulturelle Erziehung; Soziale Entwicklung; Gefühlsbildung; Social attidude; Soziale Einstellung
Abstract	The goal of this article is to provide a critical analysis of barriers to social inclusion and integration in schools and propose inclusive educational practices that help connect and unite diverse students. Diversity is defined broadly to refer to a range of differences (i.e., overall heterogeneity) across students. We review theoretical frameworks that help explain group dynamics and contextual conditions that contribute to exclusion (i.e., peer victimization, rejection, friendlessness) of students based on ethnicity, sexual orientation, body weight, and so on. We argue that to be able to facilitate inclusion (acceptance by peers, cross-group friendships), educators and school administrators need to be aware of group and interpersonal dynamics. They must also comprehend how some common school practices highlight differences and segregate students in ways that further promote divisions and reinforce negative stereotypes. We propose proactive school-based practices as "built-in" preventions to increase social inclusion. Also, relevant intervention approaches are reviewed. To conclude, we discuss teacher education and professional development and make recommendations for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01