Collaboration and compromise in creating and sustaining an inclusive school

Kugelmass, Judy W.

doi:10.1080/13603110121498

Cited by 61 publications

(36 citation statements)

References 7 publications

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“…This approach, which we see as a new direction of travel-an inclusive turn-is more likely to be successful in contexts where there is a culture of collaboration that encourages and supports problem-solving (Carrington 1999;Kugelmass 2001;Skrtic 1991). It involves those within a particular context working together to address barriers to education experienced by some learners.…”

Section: Moving Towards Inclusionmentioning

confidence: 94%

Making Education for All inclusive: where next?

Ainscow¹,

Miles²

2008

Prospects

226

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This paper argues that a common sense of purpose around inclusive education, together with a consistent use of language, is essential if Education for All (EFA) strategies are to become more inclusive. This does not require the introduction of new techniques; rather it involves: collaboration within and between schools, closer links between schools and communities, networking across contexts, and the collection and use of contextually relevant evidence. The authors draw on research evidence relating to teaching and learning, school development, leadership and the development of education systems. This research is mostly from economically developed contexts, but it is also drawn from the experience of a UNESCO teacher education project which was conducted in over 80 countries and case study material gathered by the Enabling Education Network (EENET), which supports practitioners in documenting their experience of working towards more inclusive education, primarily in the countries of the South.

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Section: Moving Towards Inclusionmentioning

confidence: 94%

Making Education for All inclusive: where next?

Ainscow¹,

Miles²

2008

Prospects

226

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“…For example, the difficulty of sustaining collaborative cultures within highly centralised and bureaucratic school systems has long been recognised (Hargreaves 1994, Kugelmass 2001. Nevertheless, there is evidence that collegial relationships help teachers exercise their collective agency to adapt policy requirements to fit some practices and reshape others (Robinson 2012).…”

Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

“…Studies that examined teachers' struggle to promote inclusive practices and cultures in their schools show the value of collaboration, inquiry and compromise as part of teachers' routine work (Deppeler 2006;Kugelmass 2001). Kugelmass' (2001) ethnographic data gathered over 4 years illustrates how, contrary to teachers' fear of diminishing their professional independence, collaborative ways of working between teachers and specialists enhanced teachers' autonomy and ability to negotiate with school district administration. Other case studies indicate that teachers find a supportive school community essential for raising achievement of all learners (Carrington and Robinson 2004;Louis, Marks and Kruse 1996).…”

Section: New Ways Of Working With Others á Inclusive Pedagogy and Teamentioning

confidence: 99%

Developing teachers as agents of inclusion and social justice

2015

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Policies around the world increasingly call for teachers to become 'agents of change', often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how it can be developed in teacher education. This paper draws on theories of teacher agency and inclusive pedagogy to clarify the meaning of teachers as agents of change in the context of inclusion and social justice. Inclusive practice requires the collaboration of teachers and others such as families and other professionals. Agents of change work purposefully with others to challenge the status quo and develop social justice and inclusion. We discuss the possibilities of combining theories of inclusive pedagogy and teacher agency for developing teachers as agents of inclusion and social justice in teacher education. These possibilities include: 1) nurturing commitment to social justice as part of teachers' sense of purpose; 2) developing competencies in inclusive pedagogical approaches, including working with others; 3) developing relational agency for transforming the conditions of teachers' workplaces; and 4) a capacity to reflect on their own practices and environments when seeking to support the learning of all students.

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“…However, frequently, writers within this tradition see the move to inclusion as requiring a process of transformation which is itself dependent on the coming together of particular sets of 'organisational conditions' (Ainscow, 1999) and/or on the presence of especially enlightened teachers and school leaders (see, for instance, Skrtic, 1991;Rouse & Florian, 1996;Ballard & MacDonald, 1998;Kugelmass, 2001). On this latter view, even within a hostile policy environment, we should expect to find at least some exceptional schools, with an outstanding commitment to inclusion, which are able to find ways of dismissing, overcoming or subverting the 'standards agenda' in favour of more inclusive approaches.…”

Section: Discussionmentioning

confidence: 99%

“…Not surprisingly, the way actions were carried through and the impact they had was partly dependent on a range of factors whose importance to organisational development has been widely noted in research literature, including the nature of school culture and, particularly, of leadership within the school (see, for example, Deering, 1996;Dyson & Millward, 2000;Hunt et al, 2000;Kugelmass, 2001). Where leadership was effective, it was a combination of qualities in the headteacher that seemed to be crucial to the development of new approaches, including an openness to problematic issues and a willingness to explore them, a preparedness to take risks, and competence at implementing new initiatives.…”

Section: Opening Up Spacesmentioning

confidence: 99%