Inclusive education: a prerequisite for equity and social justice

Shaeffer, Sheldon

doi:10.1007/s12564-019-09598-w

Cited by 69 publications

(57 citation statements)

References 4 publications

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“…The most pernicious understanding of inclusion is the one that reduces the concept to just one of its aspects. Providing NAMS with placement in mainstream classes, without undertaking any other systemic changes (Shaeffer 2019), as an undeniable evidence that inclusion is accomplished, is perhaps the most frequent misunderstanding. As reported in international research (Taylor 2008;Block et al 2014;Grigt 2017; Hilt 2017; Vogel and Stock 2018), inclusion through direct immersion in mainstream classes seems to be a theoretically appealing idea, but almost impossible to build a sustainable teaching strategy on.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools

Tajic

Bunar

2020

International Journal of Inclusive Education

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The aim of this article is to advance knowledge on how Swedish primary schools organise education and what strategies they deploy to ensure inclusion and attainment of newly arrived migrant students. The article is based on semi-structured interviews with 30 teachers and school administrators, and oneyear of fieldwork undertaken in two multicultural urban primary schools in the Stockholm region. One of the schools initially places students in separate classes, while the other one places them directly into mainstream classes. Both are evoking inclusion and attainment as a reason for using their respective models. As such, do both 'get it right'? Using inclusion as the theoretical and conceptual framework this article addresses the broader question: How is the meaning of inclusion constructed in the processes of its practical implementation in these two schools? The results show the ambitious tale of inclusion in both schools was, in the process of the construction of its meaning and implementation, reduced to some of its aspects. Teachers and school administrators are allowed to include or leave out of their model whatever they deem necessary, obsolete, expensive or unrealistic and still fitting under the umbrella of inclusion. Sometimes it works, sometimes it does not, and both schools 'get it right' and 'wrong' in some aspects.

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Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools

Tajic

Bunar

2020

International Journal of Inclusive Education

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“…Historically, students from underrepresented groups have found higher educational systems ineffective, unwelcoming, hostile and even threatening (Schmid et al, 2016). Inclusive teaching has a renewed sense of urgency in today's climate as it is grounded in the belief that inclusive education is a prerequisite for equity and social justice (Shaeffer, 2019). Faculty development programs can increase the awareness and use of inclusive teaching practices (Schmid et al, 2016;Lupton and O'Sullivan, 2020).…”

Section: Introductionmentioning

confidence: 99%

Twelve Tips for Inclusive Teaching

Amayo¹,

Heron²,

Spell³

et al. 2021

MedEdPublish

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Grounded in the literature and the authors' experience running faculty development programs on inclusive teaching, we present twelve tips to ensure equitable access to learning for all students. Teaching inclusively begins with having an inclusive mindset and recognizing our biases. Faculty must embrace a growth mindset about their learners and themselves and accept that failure is a necessary part of learning. Providing structured learning that is multimodal and consistent with evidence from the cognitive sciences helps all learners. By fostering personal connections and offering regular feedback, faculty can ensure the success of all health professions students. Specific tips for teaching in the classroom, clinical, and online environments are provided.

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“…This monolingual focus makes it urgent for us to emphasise the relevance of cooperation between students' mother tongue education and formal instruction in mainstream courses, in order to help students bridge the gap between their past and present learning. Participating students, as well as research (Allen 2006;Axelsson 2015;Shaeffer 2019;Torpsten 2013), give strength to our conclusion that schools need to ensure an inclusive pedagogical practise, where immigrant students' pre-existing embodied cultural capital is recognised and the majority language can be acquired in interaction with native speakers in mainstream classes.…”

Section: Didactic Implicationsmentioning

confidence: 89%

Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system

Berggren

Torpsten

Berggren

2020

Journal of Youth Studies

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In recent years, educational systems in Europe have experienced a rise in the number of immigrant youth. The experiences of immigrant youth facing the challenges of an unfamiliar educational system is of continuous relevance in youth studies. This article aims to explore the schooling experiences of 19 immigrant youth in Sweden, focusing on the institutional obstacles they encounter as students in the national educational system. It draws on semistructured interviews with immigrant youth attending upper secondary school or preparing for it by taking transitional classes. Findings are that familiarity with the majority culture, how the educational system works and how to use the majority language for learning purposes in Sweden constitute crucial knowledge for progress in upper secondary education. However, immigrant students state they have not been adequately prepared for these demands in their transitional classes. The authors suggest acknowledging students' cultural backgrounds and argue for allowing English parallel to Swedish as a transnational language of communication during a transition period, thereby improving students' chances of having their embodied cultural capital validated in the upper secondary school system.

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Inclusive education: a prerequisite for equity and social justice

Cited by 69 publications

References 4 publications

Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools

Do both ‘get it right’? Inclusion of newly arrived migrant students in Swedish primary schools

Twelve Tips for Inclusive Teaching

Education is my passport: experiences of institutional obstacles among immigrant youth in the Swedish upper secondary educational system

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