Collaboration as a strategy for promoting equity in education: possibilities and barriers

Abstract

Purpose This paper draws on the findings of a program of research, which, over many years, has explored ways of promoting greater equity in schools and education systems. Using examples from the field, the paper provides an explanation of what this involves. In so doing it identifies potential barriers that have to be addressed and suggestions as to how these might be overcome. Design/methodology/approach The paper refelects on a series of studies what uses a ‘development and research’ approach This is one of a family of methodologies referred to by as ‘design-based implementation research’. These aim to transcend traditional research/practice barriers to facilitate the design of educational interventions that are ‘effective, sustainable, and scalable’. They are seen as occurring when researcher and practitioner knowledge meet in particular sites, aimed at producing new knowledge about ways in which broad values might better be realized in future practice. Findings The experiences described in this article suggest a way forward that policy makers could use to ensure that the impetus that comes from greater school autonomy will lead to improvements that will benefit all children and young people. This is based on an assumption that education systems have further potential to improve themselves, provided policy makers allow the space for practitioners to make use of the expertise and creativity that lies trapped within individual classrooms. The aim must be to ‘move knowledge around’ and the best way to do this is through strengthening collaboration within schools, between schools and beyond schools. Research limitations/implications In thinking about how the approach described might be used more widely it is essential to recognize that it does not offer a simple recipe that can be lifted and transferred between contexts. Rather, it defines an approach to improvement that uses processes of contextual analysis in order to create strategies that fit particular circumstances. Practical implications The experiences described in this article suggest a way forward that policy makers could use to ensure that the impetus that comes from greater school autonomy will lead to improvements that will benefit all children and young people. This is based on an assumption that education systems have further potential to improve themselves, provided policy makers allow the space for practitioners to make use of the expertise and creativity that lies trapped within individual classrooms. Originality/value The article draws together findings from an extensive programme of research in order to develop new thinking regarding ways of promoting equity in education.

Networks and collaboration in Spanish education policy

“…The idea of professional and social capital as well as collaborative inquiry for educational equity and improvement is considered elsewhere (Ainscow 2015a;Chapman et al 2016). In this respect, Ainscow (2016a) admits that a major factor in determining success in promoting equity in education is our ability to strengthen social capital, using collaboration as a strategy for this. The Ecology of Equity approach advocates undertaking changes for greater inclusion from a triple perspective: (1) within schools, (2) between schools, and (3) beyond schools (Ainscow et al 2012a).…”

The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools

“…Although there is work going on to set up these type of networks in Spain, there is still much to be done before they become part of the reality of our education system. However, in other countries, like the United Kingdom, this is a well established practice in schools (Ainscow, 2016;Muijs, Ainscow, Chapman, & West, 2011). According to Azorín and Muijs (2017), networks can be seen as conduits for educational change and inclusion development, and also as a "mirror" wherein the present and future of education takes place.…”

Principles of New Education in the Activity of the Professional Communities of Teacher-Educator of France and Russia

“…In considering teacher collaboration for inclusive practice, the Japanese model of 'lesson study' (Takahashi & Yashida, 2004) holds considerable promise for teachers to develop creative ways of working together, as well as offering an effective form of PD (Ainscow, 2016). This approach involves teachers collaborating on a common area of focus in the classroom.…”