Developing inclusive school cultures through ethical practices

2020 ◽  
pp. 247-265
Author(s):  
Jess Harris ◽  
Mel Ainscow ◽  
Suzanne Carrington ◽  
Megan Kimber
Keyword(s):  
School Cultures ◽  
Ethical Practices ◽  
Inclusive School

Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures.  Keywords: Migrant children; inclusive school culture; qualitative research; Turkey 

scholarly journals Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

2020 ◽  
pp. 004208592093331
Author(s):  
Kamilah B. Legette ◽  
Leoandra Onnie Rogers ◽  
Chezare A. Warren
Keyword(s):  
Student Teacher ◽  
Black Youth ◽  
Emotional Learning ◽  
Racial Oppression ◽  
Social Emotional ◽  
School Cultures ◽  
Social And Emotional ◽  
Teacher Relationships ◽  
Inclusive School ◽  
Student Teacher Relationships

A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers’ capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers’ social emotional training that can effectively humanize learning environments for Black youth.

scholarly journals Diversidad, igualdad, cultura escolar: significado e implicaciones prácticas en la Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 11 (20) ◽  
pp. 187
Author(s):  
Teresa Aguado
Keyword(s):  
Social Justice ◽  
School Culture ◽  
Three Dimensions ◽  
Assessment Criteria ◽  
School Cultures ◽  
Building Relationships ◽  
New Meanings ◽  
Inclusive School ◽  
Cultura Escolar

RESUMENTres son las dimensiones en torno a las cuales se articula nuestra reflexión en relación con la atención a la diversidad: el desarrollo de nuevos significados sobre qué sea la diversidad, la modulación de una cultura escolar que acepte la diversidad, y la promoción de prácticas inclusivas que aseguren el éxito escolar y eviten la discriminación de determinados grupos de estudiantes. Esto supone actuar sobre dimensiones tradicionalmente escasamente atendidas, como son: la revisión de los criterios y procedimientos de diagnóstico aplicados habitualmente para clasificar, seleccionar y evaluar a los estudiantes, y las conexiones del centro con la comunidad.ABSTRACTSecondary  Schools  in  Spain  are  serving  a more  heterogeneous  student  population  now  than  ever before. This article explores the role of school in responding the needs of diverse students. Inclusive school  culture  is  rooted  in  values  of  equity  and  social  justice.  Three  dimensions  are  highligted: fostering  new  meanings  about  diversity,  promoting  inclusive  school  cultures  and  instructional programmes;  to  review  the  assessment  criteria  and  processes  and  building  relationships  between schools and communities.

Methodological challenges in researching inclusive school cultures

2004 ◽  
Vol 56 (3) ◽  
pp. 259-270 ◽  
Author(s):  
Melanie Nind ◽  
Shereen Benjamin ◽  
Kieron Sheehy ◽  
Janet Collins ◽  
Kathy Hall
Keyword(s):  
School Cultures ◽  
Methodological Challenges ◽  
Inclusive School

Utilizing the Critical Inclusive Praxis: The voyage of five selected school principals in building inclusive school cultures

2017 ◽  
Vol 21 (1) ◽  
pp. 63-83 ◽  
Author(s):  
Ayodeji Tolulope Osiname
Keyword(s):  
Leadership Styles ◽  
School Principals ◽  
Relevant Literature ◽  
Field Research ◽  
Change Leadership ◽  
School Cultures ◽  
Democratic Schools ◽  
Inclusive School ◽  
Five Elements ◽  
Strong Culture

This article integrates relevant literature with the lived experiences of five school principals regarding how they utilized different leadership styles to build an inclusive school culture. The conceptual framework – a Critical Inclusive Praxis, including culture, change, leadership, inclusion and challenge – provided a base for the literature and field research. The framework reinforces principals’ responsibility to continuously transform the school through reflective, critical and dialogical action in order to nourish and sustain a strong culture. The study shows that it is essential that principals understand the five elements of a Critical Inclusive Praxis and how they intersect to build socially just and democratic schools.

‘It’s better than catching frogs’: Understanding the importance of local context in the development of inclusive school self-evaluation in Lao PDR

2012 ◽  
Vol 15 (2) ◽  
pp. 148-162 ◽  
Author(s):  
Peter Grimes ◽  
Khomvanh Sayarath ◽  
Sithath Outhaithany
Keyword(s):  
Sustainable Development ◽  
Primary Schools ◽  
Lao Pdr ◽  
Local Context ◽  
School Cultures ◽  
Curriculum And Pedagogy ◽  
Self Evaluation ◽  
Inclusive School ◽  
Local Levels ◽  
Better Than

This article is an account of a project in Laos which aimed to support schools in evaluating and developing responsiveness to diversity in student populations. Teachers, students and members of the community were involved in review, evaluation and leadership of change to improve learning and participation for all school-aged members of the community, including changing school cultures in terms of curriculum and pedagogy and also access to learning for those previously marginalized within communities. The project (in nine primary schools) led to greater shared leadership, participation and voice prompted by self-evaluation. Analysis enabled greater understanding of the challenges and issues in working across cultures to effect sustainable organizational change. Spaces needed to be created at local levels for teachers to construct meaning and develop a sense of agency in making and owning changes in practice. This shifting of responsibility is crucial in order to build sustainable development.

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