Inclusion' is not a mechanism for relocating educationally disadvantaged youngsters in mainstream rather than in special schools. Rather, inclusion implies a whole school approach to social relations and production of meaning reached through processes of negotiation between parents, teachers and children. Such an approach places equal value upon the knowledge and contributions of all who contribute to the collective production of meaning. By allowing experiences to be shared by more or less experienced members, the 'community of practice', with its social rather than its didactic approach to problem-solving, functions as a mechanism for change by offering increased participation and the changing of existing beliefs and assumptions.
This article draws upon the findings from a unique research project that provided new insights into the relationship between parents and teachers working with children experiencing difficulties in school. The article introduces ten modes of parents and teachers ‘working together’, each of which has implications for the provision for children experiencing difficulties in school, as well as their parents and teachers.
Raffo and Gunter (20087) argue that there is insufficient research which has "systematically examined, categorised and synthesised the types of leadership in schools that might assist social inclusion" (p. 397). In this paper I argue that Wenger's concept of a "community of practice", when applied to the parent-teacher relationship, provides a framework for future qualitative research agendas which explore "how social inclusion/exclusion can be defined in terms of access, recognition and meaningful participation issues ('equity')" (Raffo and Gunter, p.397).
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