Raising achievement through inclusion

Persson, Emma

doi:10.1080/13603116.2012.745626

Cited by 30 publications

(26 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Graham and Harwood 2011;Razer, Friedman, and Warshofsky 2013;Persson 2013;Hill and Brown, 2013;Cefai, Cooper, and Vella 2013). Across different settings, contexts and population groups, these and others document the understandings, mechanisms and practices which move schools towards being able to provide support and an inclusive environment for all students.…”

Section: Enabling Spacesmentioning

confidence: 99%

How schools can move beyond exclusion

O’Donovan¹,

Berman²,

Wierenga

2014

International Journal of Inclusive Education

View full text Add to dashboard Cite

Healthy learning environments for young people are underpinned by respectful relationships. Unfortunately, Australian students who do not form reasonable relationships with peers and staff are unlikely to benefit from being at school. These students tend to disengage and are often excluded. However, a growing number of Australian schools have moved beyond exclusion as their default response in dealing with such students. In asking themselves After exclusion what? some Australian schools have found that one answer is to create an onsite enabling space as an integral part of their student well-being practice. Drawing on an Australian Research Council-funded research project involving the University of Melbourne, Hands On Learning Australia and a wider team of partners, this paper introduces the conceptual framework of enabling spaces to explore respectful relationships through the tripartite lens of connection, control and meaning. Enabling spaces, built on respectful relationships, foster a sense of belonging in students, encourage and develop self-efficacy, and provide a context for students to derive a sense of purpose. In this way, they can help young -often disadvantaged -people maintain their connection with mainstream schooling. We argue that these elements are common features of all enabling spaces, and discuss the Hands On Learning method as an illustrative case study.

show abstract

Section: Enabling Spacesmentioning

confidence: 99%

How schools can move beyond exclusion

O’Donovan¹,

Berman²,

Wierenga

2014

International Journal of Inclusive Education

View full text Add to dashboard Cite

show abstract

“…In 2010, the school reached the Education Board's goal that all learners should pass all subjects (see also Persson, 2012;Persson & Persson 2012;Skoglund, 2013).…”

Section: The Essunga In Sweden Transformationmentioning

confidence: 99%

“…Every organization facing a situation like this is however based only on its own members "earlier way" of understanding and explaining school problems. This "thought style" (Persson & Persson, 2012:78, based on Fleck, 1935/1997 could be labeled the blame theory, which involves blaming others: the pupils, the parents and the problems in the surrounding society with its unenlightened attitudes.…”

Section: Knowledge Exchange and The Development In Schoolsmentioning

confidence: 99%

“…As in the case of Essunga in Sweden, this push came first to the inner group who asked external counsellors for help with literature and advice, based on a sincere awareness that the school did not have the "right" knowledge at that stage (Persson & Persson, 2012). Based on the certainty that most of the teachers had reached an awareness of their problem and the "urgency" to do something, the inner group related the new knowledge to the wider group.…”

Section: Knowledge Exchange and The Development In Schoolsmentioning

confidence: 99%

“…The toughest challenges are in Situation 5 (S5), when one has to move from old ideas and routines to develop and internalise new ideas, concepts and routines in everyday action. The process of taking care of new ways of thinking and acting (Douglas, 1986;Persson & Persson, 2012;Persson, 2012) requires a lot of work and changes by the leadership in reorganising resources.…”

Section: Knowledge Exchange and The Development In Schoolsmentioning

confidence: 99%

See 2 more Smart Citations

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Sigurðardóttir

Morris²,

Skoglund

et al. 2018

Evidence and Policy

View full text Add to dashboard Cite

Nutley, . We argue that there is a need to look at new ways of circulating knowledge through learning networks and cooperative knowledge production processes. School-University partnerships are an important arena for this.School-University Knowledge Exchange Schemes (SUKES) is a project that was set up by an international group of educational researchers and consultants in 2012 to investigate whether and how the recent policy emphasis on evidence-based practice was reflected in active knowledge exchange partnerships between researchers and practitioners. Our interest in this study is in forms of collaboration between researchers working in universities and practitioners in schools. The focus is on structured arrangements planned on a longer term basis than short life projects. We call these "schemes" to distinguish them from ad hoc relationships that sometimes grow up between schools and universities around, for example, teacher training.The term "exchange" is used to indicate that the association between the parties is two-way.Our focus is on arrangements in which both parties have things to offer each other and both are treated on equal terms. Thus a lecture series delivered to teachers by university staff, for example, is not included. The term "knowledge" is used to indicate that it is not anecdotal experience or points of views that are exchanged but observations, findings, concepts and theories which may derive from research, scholarship or reflections on experience.The aims of this paper are firstly to shed a light on different knowledge exchange schemes, their forms, theoretical background and characteristics, and then to come up with an integrated model of knowledge exchange partnership; secondly to suggest a conceptual model of the context and process of change in which knowledge exchange is a part. The analysis is based on a review of four different schemes that are active in four countries. The results are discussed in the light of a theoretical perspective with a focus on theory of change -meaning the kind of thinking and strategies actors build up in order to improve their systems' performance and outcomes.This information will be used to identify implications for the policy and practice of evidence use, and to indicate areas that still need to be addressed in the study of evidence use per se. Theories of changeLate in the 20 th century Tyack and Cuban (1995) were two of many that pointed out that most educational reform efforts so far had resulted in little change over the longer term. Once the extra efforts to implement the reform have been removed the improvements stopped or even went back to the position beforehand. Accordingly, changes that lead to sustainable, long lasting improvements are highlighted below, drawn from the current literature. Capacity building, inquiry orientated practice and data-driven decisions are considered as central themes of educational improvement (Fullan, 2016;Hargreaves and Shirley, 2013;Stoll & Louis, 2007). This is, for example, reflected in theories about the sc...

show abstract

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Giannakaki

McMillan²,

Karamichas

2018

British Educational Res J

View full text Add to dashboard Cite

This paper critiques international trends towards certain school practices aimed at promoting equity and social justice by closing gaps in specific learning outcomes among students. It argues that even though some of these practices (e.g. individualised student support, data‐driven leadership) improve learning outcomes for certain groups considered ‘disadvantaged’, they fail to have a genuine impact on the issue. They remain ‘locked’ in the logic of social mobility, reaffirming the legitimacy of a hierarchical system underpinned by competitive individualism, which unfairly distributes social opportunities under the guise of ‘merit’ and ‘justice’. The paper argues that unless students develop awareness of the subtle injustices legitimised by the current system, no specialised interventions will ever tackle inequity, but will, instead, reinforce it. Yet, attempts to explicitly challenge mainstream school practices are likely to face harsh resistance from system agents due to being so ingrained in school cultures. An alternative strategy is suggested which, without being too subversive, could raise students’ awareness—what Freire called ‘conscientização’. This would entail the application of participatory action research (PAR), under the cloak of traditional (system‐aligned) action research. Such PAR, despite its political character, would initially appear to fulfil the performative role of more technical interventions (e.g. raising test scores), but in such a way that ‘conscientização’ also happens in the process. This may set the ground for social reform, encouraging the transition to a more sustainable and equitable society based on collectivity and solidarity.

show abstract

Raising achievement through inclusion

Cited by 30 publications

References 8 publications

How schools can move beyond exclusion

How schools can move beyond exclusion

Knowledge partnerships between schools and universities: modelling the process of connection and relations

Problematising the use of education to address social inequity: Could participatory action research be a step forwards?

Contact Info

Product

Resources

About