Understanding marginalisation through dialogue: a strategy for promoting the inclusion of all students in schools

Abstract

This paper examines how marginalisation of students in schools can be understood and addressed. Usually the term marginalisation is associated with existing categories, which mostly relate to policy formulations, and shape teachers' expectations of these groups as well as their practices. Using examples from the author's research, it is argued that a focus on the views of students can facilitate an understanding of marginalisation, as a broader concept that might be experienced by any student in school. In addition, the paper proposes an alternative approach, one that involves dialogue with students in order to challenge thinking that associates marginalisation with existing categories. Illustrative examples are used to demonstrate how such thinking can ensure the development of more inclusive thinking and practices that take account of all students.

Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya

“…In prioritising attainment, teaching concentrates on students catching-up with learning and fitting into school discourses, leading to structural aspects of marginalisation (Mowat 2015). Teachers categorise students in relation to the contexts they inhabit and how they fit within these, exacerbating groupings based on existing characteristics and in relation to policy documents (Messiou 2017).…”

“…However, allocating resources to those who appear to need them most does not reflect diversity within categories or the experiences of students who use these resources. As such, addressing issues around marginalisation becomes a process of 'othering' whereby teachers see the 'problems' as inherent in the students who need support to fit into school (Messiou 2017). In their practice, teachers also create new categories based on individual perceptions of children, and their abilities in particular, or rethink categories in an attempt to focus on contextual barriers rather than characteristics within students (Myers and Bhopal 2018).…”

“…In essence, inclusive education centres on learners' rights to be included and valued as members of a school community, providing opportunities for all learners to actively participate. Fostering such inclusive communitieswithin and beyond schoolsthrough shared narratives and dialogue is essential if marginalised groups are to develop a sense of belonging (Messiou 2017). Therefore, central to bottom-up change in inclusive education is a focus on the experiences of learnerstaking time to understand how they experience their interconnected worlds of school, family and community.…”

Equidad, Educación Inclusiva y Educación para la Justicia Social. ¿Llevan Todos los Caminos a la Misma Meta?

“…La educación para la paz, la educación democrática, la educación para la justicia social, la educación inclusiva, la equidad, etc., se configuran como diferentes vías que apuntan hacia un mismo destino: una educación de calidad para todos y con todos. En donde todos cuentan y sus voces son necesarias para este propósito (Messiou, 2019;Sáiz, Ceballos y Susinos, 2019;Sandoval, 31 UNICEF. (2012).…”

Social Class and Child Welfare: Intertwining Issues of Redistribution and Recognition

“…Marginalization is widely used in psychology and sociology to analyse social inequalities. Park introduced the concept in the 1920s as an analytical tool to analyse migrants' experiences of living between cultures (Messiou 2017). One useful definition of marginalization was provided by Dickie-Clark (1966) definition of marginal situations.…”