Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools

Authors

DOI:

https://doi.org/10.4067/S0718-73782021000200023

Keywords:

Inclusive education; Teacher professional learning; Students’ voices; Dialogue; Schools.

Abstract

This article describes Inclusive Inquiry, a new approach that emerged from our earlier work, particularly two interconnected studies funded by the European Union. These studies were conducted in primary and secondary schools in five countries. We explain how the approach was developed, using examples from schools that were involved. A particular feature of the approach is the involvement of students in schools as researchers, who collaborate with their teachers and classmates in designing inclusive lessons. The approach has been found to be a powerful way of teacher professional learning, whilst at the same time developing ways of ensuring that all children are included in lessons. This suggests that inclusion is less about the introduction of particular techniques, or new organisational arrangements, and much more about processes of social learning within particular contexts. In this respect, the use of evidence as a means of stimulating experimentation and collaboration is a central strategy. We conclude that this has significant implications for leadership practice within schools. In particular, it calls for efforts to encourage coordinated and sustained efforts around the idea that changing outcomes for vulnerable groups of students is unlikely to be achieved without changes in relationships between students and teachers.

Author Biographies

Kyriaki Messiou, University of Southampton

Professor of Education within Southampton Education School at the University of Southampton. Her research interests are in the area of inclusive education and, in particular, in exploring children’s and young people’s voices to understand notions of marginalisation and develop inclusive practices in schools. She is particularly interested in research with children and young people and methodological issues related to this issue. Kiki is a regular contributor to international conferences, such as AERA, BERA and ECER. She has presented invited keynote presentations in various countries, such as Cyprus, Spain, Austria and South Africa. She has led big teams of international researchers in the field of inclusive education. Kiki started her career as a primary school teacher in Cyprus and completed her postgraduate studies at the University of Manchester. She has extensive experience of working in schools as a teacher and as a researcher. In universities she developed and led undergraduate and postgraduate courses about inclusive education. She also established a research centre involving researchers and practitioners

Mel Ainscow, University of Manchester

Emeritus Professor of Education, is internationally recognized as an authority on the promotion of inclusion and equity in education. Previously a head teacher, local education authority adviser and lecturer at the University of Cambridge, his work focuses on ways of making schools effective for all children and young people. A distinctive feature of his approach is the emphasis he places on carrying out research with schools and education systems to promote improvements. Professor of Education at the University of Glasgow, Adjunct Professor at Queensland University of Technology and Honorary Professor of Practice at University of Wales Trinity Saint David. He has published extensively in practitioner and international research journals. Is currently working to promote equity and inclusion globally. He is also a consultant to an initiative organised by the Organization of American States, which is supporting national developments in nine

 

 

 

 

Latin American countries. He has recently completed collaborative research projects with networks of schools in five European countries

Published

2021-11-01

How to Cite

Messiou, K., & Ainscow, M. (2021). Inclusive Inquiry: An Innovative Approach for Promoting Inclusion in Schools. Revista Latinoamericana De Educación Inclusiva - Latin American Journal of Inclusive Educatio, 15(2), 23–37. https://doi.org/10.4067/S0718-73782021000200023