Working towards inclusion and social justice: Multiple perspectives

Abstract

This issue of Improving Schools brings together an interesting collection of papers which examine questions of inclusion and social justice, and particularly the possibilities for including pupils more successfully. First, Lea Lund (Odense, Denmark) looks at building professional learning communities which enable teachers to scrutinise their own practices. In particular, routine actions and thinking are questioned, and teachers are able to experiment systematically and collectively develop a shared language. This form of school-based staff development promotes collective responsibility, and is characterised by reflective dialogue, and an awareness of your own beliefs. Attitudes change towards ‘hard-to-reach’ students, so instead of writing off individuals as ‘unmotivated’ or ‘lazy’, teachers discover ways of talking with them more. A key element is peer observation and coaching to refine practice. Bernice Garnett and colleagues (Vermont, USA) examine the problem that exclusionary disciplinary procedures continue to damage educational outcomes for students from specific racial, income and ability categories. They look at the potential for restorative practices to mitigate these disparities and improve the school climate. Their research and development is built on a foundation of community-based participatory research supported by a partnership between a university and the school district. Oscar Espinoza and colleagues (Chile) report on an initiative to provide Second Opportunity Centres for young people who have not completed high school. The centres have some similarities to ‘alternative schools’ in parts of Europe and the United States. An emphasis is placed on high levels of student participation, rather than on teacher-dominated methods. This paper carefully examines the reasons why young people had dropped out of school, including defeatism and disengagement due to the traditional school’s misrecognition of their life circumstances or academic potential. Lorna Hepburn and Wendi Beamish (Griffith University, Queensland, Australia) write about the importance of proactive classroom management with the intentional use of strategies to avoid and preempt problem behaviour. Based on interviews with secondary school teachers, they relate these strategies to engagement and achievement. The interviews reveal the importance of authentic relationships and a recognition that some of the causes of poor behaviour lie in difficulties in understanding and carrying out the set tasks. Their conclusions point to a need for improved teacher education. Martin Brown and colleagues (Dublin City University, Ireland) are interested in the scope for greater parent and student voice in evaluation and planning in schools. This becomes particularly important given an international trend towards school self-evaluation and decision-making. The authors review the different conceptualisations of parent and student voice and the conflicts of perspective and power involved. Key issues include restrictions in what teachers feel students or 909631 IMP0010.1177/1365480220909631Improving SchoolsEditorial editorial2020