20 SES 10 A, Bringing You Inspiring Practice For Inclusive Education: Teaching diverse learners in (school)subjects / TdiverS (Part 2)
Symposium continued from 20 SES 09
Today's society is facing major challenges. Questions regarding migration and the climate are extremely relevant and the question is how schools can equip the future adult population to meet these and other challenges. The ability to collaborate is, both from a historical and contemporary perspective, a key feature. We need to raise questions about the purpose of education and teaching in a broader perspective, beyond the ranking tables and international comparisons. International cooperation, sharing of inspiring inclusive learning environments and learning from each other can be seen as key factors. Teaching diverse learners in school subjects is a challenge for all teachers. In this paper the Swedish example comes from a municipality that has transformed its position at the bottom of the national school league tables to top within three years – through inclusive education. School activities took its starting point in the UN Universal declaration of human rights and man’s responsibility for a sustainable world in a global perspective. A social capital framework was used to interpret the students’ perspectives and experiences and revealed the strong norms and values to which the students were exposed and the bonding, bridging and linking practices which connected them to one another. (Schuller, Baron and Field 2000). Methods A stratified sample of 20 students were interviewed about their experiences in a fully inclusive learning environment at the end of their secondary education. Selection was made with a distribution across gender, ability and the direction the student chosen to take in upper secondary education. Expected outcomes The students articulated a strong commitment to helping other students to succeed and conveyed a clear understanding and confidence about themselves as learners. They also turned out to value respect for diversity, tolerance and solidarity with the most vulnerable, and a mature approach to their own role in a challenging future. We would expect our findings to generate implications for practice, including an understanding of inclusive education as necessary to help young people to actively work for a sustainable world in an uncertain future. Intent of publication In an international journal
Schuller, T., S. Baron, and J. Field. 2000. “Social Capital: A Review and Critique.” In Social Capital: Critical Perspectives, edited by S. Baron, J. Field and T. Schuller, 1–38. Oxford: Oxford University Press.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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