Intersectionality, diversity, community and inclusion: untangling the knots

Thomas, Gary; Macnab, Natasha

doi:10.1080/13603116.2019.1645892

Cited by 13 publications

(10 citation statements)

References 47 publications

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“…This study is in dialogue with the growing literature on intersectionality in special education and inclusive education (e.g., García & Ortiz, 2013; Thomas & Macnab, 2019), as well as research about collaborative teacher education for inclusive practices (e.g., Blanton et al, 2014; Pugach & Blanton, 2009; Villegas et al, 2017). We begin with a description of our positionalities as researchers and roles as collaborative teacher educators.…”

mentioning

confidence: 70%

Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol

Boveda

Weinberg

2022

Teacher Education and Special Education

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The intersectionally conscious collaboration protocol for teacher educators (ICC-TE) expands on existing models of collaboration by drawing from intersectionality as conceptualized by Black feminist theorists, collaborative teacher education, and frameworks for stakeholders to establish and maintain ethical, student-centered relationships. The ICC-TE promotes approaches that honor sociocultural differences, model collaboration, and support the development of these practices in preservice teacher education. The authors analyzed the responses of four Latina teacher educators at a predominately white teacher preparation program and teaching artifacts created while using the ICC-TE as they co-taught a special education course. As a result of this study, the researchers refined the protocol. All participants indicated the need for more training on intersectionality, for both teacher educators of color and their white colleagues. A connecting thread across all sources of data was how institutional culture and faculty morale shaped collegiality.

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mentioning

confidence: 70%

Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol

Boveda

Weinberg

2022

Teacher Education and Special Education

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“…Imagination about alternatives to distant private provision begins in the classroom, with attention to the kind of classroom practices outlined by Thomas and Loxley (2022a) and Thomas and Macnab (2022c)—practices such as examination and review of the curriculum, the encouragement of parental involvement and student voice, providing quiet areas and creating chances for social bridging. To enable such changes to be made, far more could be done to examine the possibilities which would unfold if the very substantial moneys currently set aside for private special school placement were disengaged from such provision and made available for use in the mainstream or even in existing LA special school provision.…”

Section: Discussionmentioning

confidence: 99%

The increasing use of private special schools: A policy gap for inclusive education

Thomas

Dobson

Loxley

2023

British Educational Res J

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There have been significant increases in the number of children sent to non‐maintained special schools in recent years. To assess the extent of this trend and its probable consequences, Freedom of Information requests about spending on private special schools were sent to a stratified sample of 24 local authorities in England. The responses indicated substantial rises in spending recently, with very substantial spending on certain kinds of provision in the private sector—spending of up to £0.3 million per child per annum. We argue that the increasing reliance on private special school placement carries not only potential risks for the education, care and wellbeing of the students placed in often distant schools, with recent evidence of cases of serious neglect and abuse in such schools, but also threats to the development of inclusive practice. Current policy and its associated funding mechanisms incentivise separation and are inimical to the development of inclusive solutions to children's and young people's problems at school. We argue that systems need to be developed which enable the substantial sums currently spent on private special schools to be re‐deployed to cultivate imaginative inclusive responses to the difficulties experienced by some children at school.

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“…The nature of systematic reviews also means that work which does not meet the inclusion criteria will not be captured in searches or included; however, some of this work might be relevant, but perhaps framed in different ways. Thomas and Macnab (2022) and Bešić (2020), for example, suggest adopting an intersectional framework for inclusion that was not captured by our search strategy; the ideas discussed in these articles were not framed in terms of inclusive pedagogies, so our searches and inclusion criteria excluded them both. However, the articles argue for a different way of identifying students' needs and requirements-and therefore have significant implications for inclusive pedagogies: uniform views of students, embedded in educational policies, narrow the lens through which educators can support learning within the institutional contexts in which they work.…”

Section: Significance and Critical Reflectionsmentioning

confidence: 99%

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

Koutsouris,

Bremner,

Stentiford

2023

British Educational Res J

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This article builds on the findings of a critical systematic review that aimed to explore understandings and applications of inclusive pedagogies in the secondary school. Inclusive pedagogies are often conceptualised as both a set of strategies that aim to ensure access to learning for all students, and as value principles that reflect particular views on inclusion; this is why they tend to be approached in diverse ways. We were particularly interested in secondary school as the focus on particular curricular areas and subjects, additional pressures for teachers and students derived from assessment and exams, and fewer opportunities for collaboration between teachers as a result of the compartmentalisation of the curriculum can make the implementation of inclusive pedagogies more challenging than at primary level. Six databases were searched for literature published exploring inclusive pedagogies in the context of secondary school. We found that inclusive pedagogies were often filtered through the lenses of particular subjects and were associated with other approaches with similar philosophies, such as differentiation and student‐centred learning; that student perceptions of inclusive pedagogies are still little explored; and that tensions associated with inclusion were only acknowledged to some extent. Based on the findings, we argue for a refined way of understanding inclusive pedagogies in the secondary school context, one that acknowledges the unique characteristics, challenges and tensions at this school level. The review findings also affirm the ‘messiness’ of the inclusion literature and raise questions as to the relevance and usefulness of systematic reviews in exploring this fragmented topic.

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Intersectionality, diversity, community and inclusion: untangling the knots

Cited by 13 publications

References 47 publications

Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol

Centering Racialized Educators in Collaborative Teacher Education: The Development of the Intersectionally Conscious Collaboration Protocol

The increasing use of private special schools: A policy gap for inclusive education

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

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