Inclusive education: an examination of school relationships and student interactions

Martí, Angelina Sánchez; Iñiguez, Alma Arcelia Ramírez

doi:10.1080/14675986.2012.736751

Cited by 4 publications

(3 citation statements)

References 19 publications

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“…If this kind of attitudes still exists, this indicates that student relationships are still good. Furthermore, a continuous positive interaction is extremely necessary to increase the sense of acceptance among different ethnic groups (Aboud, Mendelson & Purdy, 2003;Yip, Seaton & Sellers, 2010;Ngai & Koehn, 2010;Ljujic, 2011;Sánchez-Martí & Ramírez-Iñiguez, 2012). Findings also showed that students still have best friends from other ethnic backgrounds.…”

Section: Discussion and Summary Reviewmentioning

confidence: 70%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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Positive social interaction is a vital aspect of maintaining a harmonious condition, especially in Malaysia, a country which has a multiracial society. Therefore, this study was carried out to identify the patterns of social interactions among multiethnic students in national secondary schools in Malaysia. The respondents for this study comprise two school administrators, seven teachers and 20 students of various ethnicities. They were selected through purposive sampling. Data were collected through interview sessions either individually or in focus groups, observation and document analysis. The study's findings showed that, there are five patterns of social interaction such as cooperation, exchange, competition, conflict and non-verbal communication among multiethnic students. Although there was conflict, the underlying causes of the conflict were not due to racial issues. As well as the five patterns of social interactions stated above, stereotypes were also reported among students. Despite conflicts and stereotypes, the students actively attempted to learn about other cultures and demonstrated attitudes of acceptance towards friends from other ethnic backgrounds. This indicates that the social interaction among students is still favorable and can be further improved through appropriate response. Additionally, based on these findings, a few recommendations were made regarding this issue.

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Section: Discussion and Summary Reviewmentioning

confidence: 70%

Social Interactions among Multi-Ethnic Students

Hashim¹,

Bakar²,

Mamat³

et al. 2016

ASS

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“…The participants also develop meta-cultural skills of acceptance in their mobile upbringing (Pearce 2013b: 75). This resonates with the work of MacMurray (2012), Sanchez-Marti and Ramirez-Iniguez (2012) and Pearce (2011) and their work on human relationships and friendships. Student relationships can be developed in many different ways in inclusive multicultural environments (Sanchez-Marti and Ramirez-Iniguez 2012: 491).…”

Section: Friendsmentioning

confidence: 94%

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

Young

2017

Jnl of Research in Internatl Education

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This research project focussed on the aspirations and identities of students in an international school in Belgium. Aspirations are framed and formed by both macrolevel factors such as social and international capital and schooling and micro-level factors such as well-being, identity, agency, relationships and motivation: in short, via the interaction and interrelationship of self and social context. The originality of this work is in its emphasis on students' own perceptions of the influences on their aspirations, within the geographical space of Belgium and the social sub-culture of a fluid, semi-transient international social context and a local student population. The study explains, from the students' viewpoint, the factors which affect the aspirations of a privileged group of young people. This research indicates convincingly that socioeconomic background and international capital are crucial factors framing and influencing young people's expectations and aspirations. This study also shows us that home is not bound by space and mobility does not limit the participants' sense of selfworth. Also, transience does not threaten nor hinder their stable sense of identity as their relationships with family and friends are strong and bounded by trust. In the worlds of these 'third' and 'fourth' culture young people, identities are not at all 'fragmented', as has been previously claimed. Additionally, the participants are very similar due to their privilege, are not naïve about their own advantage and are not 'blinkered' by their position. These findings could be of great interest to those working in an international school context. This study might help schools maximise on the international experiences of students to reflect on their global citizenship and altruism. This project has the possibility to help international school educators, who are active players in this culturally complex field better support young people in their process of identity formation in a global society.

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“…This social mobility is reflected in the educational environment. In order to prevent increasing student diversity from harming social structures at schools, different perspectives are required (Sanchez-Marti & Ramirez-Iniguez, 2012). One of these different perspectives belongs to UNESCO, which has introduced a new perspective that is going to change our thoughts regarding the development of social diversity in the educational environment.…”

Section: Introductionmentioning

confidence: 99%

Inclusive Education Through the Eyes of Teachers

Şimşek

Kilcan

2019

IJPES

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This research was conducted in order to determine the present situation, as experienced by teachers from different branches, serving in secondary schools of the Ministry of National Education in Aksaray, regarding inclusive education. In the literature search, ERIC & Taylor Francis database was searched over keywords. The articles related to the problem situation of the research were selected and included in the article. In addition, the sources I have access to have been used while writing the literature and these studies have been included in the bibliography. More specifically, a total of 22 teachers from six different branches serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey) participated in the present research, which combined a qualitative research method and a case study. Purposive sampling and convenience sampling among nonrandom sampling types were used in order to select the research participants. The selection criteria were as follows: serving in secondary schools of the Ministry of National Education in Aksaray Central District (Turkey), having students in their class from disadvantaged groups. Research data were collected via semi-structured interviews with questions devised by the authors in accordance with the related literature and research objectives. In the analysis of the data, content analysis methodology was utilized. In the research, it was found that teachers have a general idea about what inclusive education is, and that they think inclusive education is necessary and has advantages and disadvantages according to the way it is applied, that teachers and students should have in-service training to improve of inclusive education, and that improving schools' physical opportunities was a factor in improving inclusive education. Research results were discussed in relation to the related literature and some suggestions were presented.

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Inclusive education: an examination of school relationships and student interactions

Cited by 4 publications

References 19 publications

Social Interactions among Multi-Ethnic Students

Social Interactions among Multi-Ethnic Students

An investigation into how a globalised lifestyle, international capital and an international schooling experience influence the identities and aspirations of young people

Inclusive Education Through the Eyes of Teachers

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