Inclusive schooling policy: An educational detective story?

Moss, Julianne

doi:10.1007/bf03216781

Cited by 15 publications

(7 citation statements)

References 22 publications

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“…In recent years visual narrative has been used as a key data source in projects that aim to understand diversity and non-participation in learning in schools (Moss, 2001(Moss, , 2003Moss & Hay, 2004). Visual narrative using photography is an information-gathering process that can inform a conscious reflection on previously taken-for-granted assumptions.…”

Section: Methodsmentioning

confidence: 99%

“…The process of review and development for more inclusive and socially just schools requires a culture where people are valued and treated with respect for their varied knowledge and experiences (Carrington, 1999; Carrington & Robinson, 2004; Moss, 2003). Over the last decade, there has been an increased focus in educational research on student voice in school reform and development (Levin, 1994; Raymond, 2001; Silva, 2001; SooHoo, 1993).…”

mentioning

confidence: 99%

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Visual narrative: a technique to enhance secondary students’ contribution to the development of inclusive, socially just school environments – lessons from a box of crayons

Carrington

Allen

Osmolowski

2007

Research in Spec Educ Needs

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This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in this presentation depict problems, contradictions of exclusion and celebrations of inclusion in the lived world of the students. Photographs combined with narratives represent students’ views of their social, cultural and political environment. This project illustrates how the insights of students can help break down assumptions, values and meanings that block progress to achieving more socially just schools.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Visual narrative: a technique to enhance secondary students’ contribution to the development of inclusive, socially just school environments – lessons from a box of crayons

Carrington

Allen

Osmolowski

2007

Research in Spec Educ Needs

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“…Over the last two decades, beyond the ethnic-targeted multicultural policies, the introduction of inclusive education and inclusive schools (Moss 2002(Moss , 2003 in the different parts of Australia attempted to meet the needs of all students and recognised the presence of diversity of students in the school system. This, in turn, initiated the provision of programmes and facilities that were geared towards the maximum potential development of each student through more appropriate curriculum and pedagogies.…”

Section: Literature Reviewmentioning

confidence: 99%

Curricular and pedagogical practices and Ethiopian immigrant students

Bitew

Ferguson

2012

Research Papers in Education

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This paper explores cultural inclusion -the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming -and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the EthioAustralian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level.

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“…In understanding and researching the cultural studies of schooling, stories, images and documents generate data (Moss, 2003;Moss, 2004). These textual forms are often in the hands of educators as they work.…”

Section: Practitioner Research and Noticingmentioning

confidence: 99%