Inclusive Inquiry: Student-Teacher Dialogue as a Means of Promoting Inclusion in Schools

Autor/inn/en	Messiou, Kyriaki; Ainscow, Mel
Titel	Inclusive Inquiry: Student-Teacher Dialogue as a Means of Promoting Inclusion in Schools
Quelle	In: British Educational Research Journal, 46 (2020) 3, S.670-687 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Messiou, Kyriaki) ORCID (Ainscow, Mel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3602
Schlagwörter	Inclusion; Teacher Student Relationship; Secondary School Students; Elementary School Students; Action Research; Inquiry; Cross Cultural Studies; Researchers; Educational Practices; Learning Processes; Thinking Skills; Learner Engagement; Dialogs (Language); Barriers; Teaching Methods; Foreign Countries; Europe + Suchen Sie Ihr Suchwort? Inklusion; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Projektforschung; Cultural comparison; Kulturvergleich; Researcher; Forscher; Bildungspraxis; Learning process; Lernprozess; Denkfähigkeit; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Europa
Abstract	This article traces the development of Inclusive Inquiry, a new approach to the promotion of inclusion in schools. It explains how this builds on a programme of research carried out by the authors over a period of 20 years. Central to the approach is dialogue amongst teachers and their students about how to make lessons more inclusive. This involves children becoming researchers who learn how to use research techniques to gather the views of their classmates, as well as observing lessons. The approach was refined as a result of a 3-year action research study carried out with a network of eight secondary schools, in three European countries. It was then trialled in 30 primary schools, in five European countries. In each country a team of university researchers supported, recorded and analysed the action research as it occurred, using observations, interviews and surveys. The article provides an analysis of the impact on the thinking and practices of teachers, and on the attitudes and engagement of students in learning. It is argued that Inclusive Inquiry is an approach that facilitates dialogues that can lead to transformations of practices and thinking, and the development of inclusive schools. Some of the challenges involved in using the approach in schools are identified. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01