Understanding and developing inclusive practices in schools: a collaborative action research network

Abstract

This paper provides an account of the methodological lessons and emerging findings of a collaborative action research network in England. The Network involves teams of researchers from three universities in working alongside school and local education authority practitioners as they explore ways of developing more inclusive practices. The analysis of these experiences throws light on the nature of the tensions between national policies for raising standards, as determined by the aggregation of test and examination scores, and polices for reducing marginalization and exclusion within the English education service. The paper also explains what has been learnt about the potential benefits of partnerships between practitioners and academics.

Notes

Mel Ainscow and Alan Dyson are both Professors of Education at the University of Manchester; Tony Booth is Professor of Inclusive and International Education at Canterbury Christ Church University College. Correspondence should be addressed to: Mel Ainscow: School of Education, University of Manchester, Manchester M13 9PL, UK; e‐mail: [email protected]

Additional information

Notes on contributors

MEL AINSCOW

Mel Ainscow and Alan Dyson are both Professors of Education at the University of Manchester; Tony Booth is Professor of Inclusive and International Education at Canterbury Christ Church University College. Correspondence should be addressed to: Mel Ainscow: School of Education, University of Manchester, Manchester M13 9PL, UK; e‐mail: [email protected]