Inclusive inquiry: student-teacher dialogue as a means of promoting inclusion in schools

Messiou, K. and Ainscow, M. (2020) Inclusive inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46(3), pp. 670-687. (doi: 10.1002/berj.3602)

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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.

Item Type:Articles
Additional Information:Funding Information: European Commission. Grant Numbers: 518637‐LLP‐ 2011‐UK‐COMENIUS, 2017‐1‐UK01‐KA201‐036665
Glasgow Author(s) Enlighten ID:Ainscow, Professor Mel
Authors: Messiou, K., and Ainscow, M.
College/School:College of Social Sciences > School of Education
Journal Name:British Educational Research Journal
ISSN (Online):1469-3518
Published Online:04 March 2020
Copyright Holders:Copyright © 2020 British Educational Research Association
First Published:First published in British Journal of Educational Research 46(3): 670-687
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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