Inklusionsudviklende samarbejde med elever: Erfaringer fra et Erasmus-projekt

Abstract

The article conveys findings from an international Erasmus project ’ReHaRe’ (Messiou & Ainscow, 2020), where researchers from five countries have collaborated to establish a collaboration on teaching between children and teachers in relation to increasing student participation in teaching. We have focused on the teaching planning itself and have tested new forms of cooperation between children and adults. We investigate how children can be involved in educational planning with a focus on reducing barriers to participation. The chapter is divided into two. In the first part, I explain how we have found that involving children in teaching planning and evaluation – listening to and giving children an influence on the teaching – increases the participation of children who are otherwise difficult to reach. In the second part, I show how a project focusing on collaboration with children on educational development can be a response to the way international agendas on testing, professionalism and evaluation challenge more ethically rooted inclusion approaches. I show that in schools where a subject-professional and learning-focused approach is prioritized as a school cultural practice, it can be challenging and ethically problematic to experiment with teaching development in collaboration with children.