Development of inclusive education theoretical model

Abstract

Purpose Inclusive organizations believe in integrating all toward synergistic outcomes. However, the extent to which inclusive education plays their role toward inclusive organizations requires more explorations. Therefore, the purpose of this paper is to provide a theoretical model exploring authentic leadership (AL) as a predictor of inclusive organization in an Indian school context. Design/methodology/approach The paper theoretically develops a model to explore and establish inclusive classroom (IC) settings in emerging nations. Findings The study further provides academic optimism (AO), a latent term comprising collective efficacy, faculty trust and academic emphasis as its dimensions to intervene the linkage between AL and IC. Since teaching pedagogies help teachers to express their real intentions, this study also posits art-based innovation pedagogy as a future-oriented art pedagogy to strengthen the effect of teachers’ AO on IC. Originality/value This study will benefit the practitioners and academicians to re-design their policies and practices in developing nation education system.

It has to be the fabric: practicing district-level equity-minded leadership in a predominantly white high school

“…This is notable because it is the deep initiatives for equity that are the ones to break through traditional, Eurocentric systems and policy (Amiot et. al., 2020;Blaisdell, 2016;Kim & Maudlin, 2022;Srivastava & Shree, 2019). It makes sense, then, that the deep initiatives would cause a greater uproar as they are more of a threat to traditional systems of power and privilege.…”

“…al., 2020;Armstrong, et. al., 2013;Blaisdell, 2016;Genao, 2021;Shields, 2010;Srivastava & Shree, 2019). The question, then, is: what happens when an educational leader must proactively address inequity within her own school district?…”

“…Seen a different way, putting the institution before the students connects to administrators' understandings of the educational organization as well as in their understandings of their role within it --especially when it comes to addressing inequities (McCluney et. al, 2020;Ryan, 2016;Srivastava & Shree, 2019).…”

“…al, 2020;Coviello & DeMatthews, 2021;Kim & Maudlin, 2022;Lewis, 2023;Roegman, 2017;Ryan & Tutors, 2017;Tracy-Bronson, 2020;Shields, 2010). As such, leaders for equity develop sustainable practices and policies that positively impact marginalized students' learning (Srivastava & Shree, 2019). Put even more simply, since organizations are often structured through a practice and past history of racist practices, systemic solutions are the only way to address and eradicate these inequities --especially as connected to amplifying the voices and participation of students (McCluney et.…”

“…Overall, this distinction is key in whether the equity initiative becomes part of the culture of the organization, or whether it is resisted, roadblocked, and abandoned. In this way, an equity-minded leader needs to know how their organization learns and what it believes as a whole (Srivastava, et. al, 2019;Theoharis, 2007).…”