Recent studies carried out by the World Bank (2013) and the United Nations (2013) placed the issue of inclusion as a global priority, defined as the process of improving the ability, opportunity, and dignity of people disadvantaged on the basis of their identity to take part in society (World Bank, 2013, 3). Whatever form exclusion takes the cost is clear. Exclusion exacerbates poverty and inequity whilst correlating with a greater risk of poor health such as depression, mental health problems, physical illness and chronic disease (Berkman & Syme, 1979). All studies agree that the development of inclusive practices across diverse fields is vital to the future prosperity and stability of societies. Education represents an unparalleled agent for stimulating inclusion.

In this symposium we want to focus on the issue of inclusivity/exclusivity in relation to interventionist educational research in schools. We believe inclusivity/exclusivity in education to be closely linked to social and emotional pupil skills, and that such skills “do not play a role in isolation, they interact with cognitive skills, cross-fertilise, and further enhance children’s likelihood of achieving positive outcomes later in life” (OECD 2014, p. 2). With this focus in mind this symposium intends to describe and discuss different perspectives on inclusivity in interventionist innovation research in schools from three different national positions, Norway, Greece and UK. The discussion will be based in reflection and experience from participants in four different research projects. The research projects will be presented in papers as follows:

Paper 1: Oded Ben-Horin, Kerry Chappell, Jill Halstead: Designing Creative Inter-Disciplinary Science and Art Interventions in Schools: The Case of Write a Science Opera (WASO)

Paper 2: Kari Holdhus, Magne Espeland: Towards research based and inclusive school concert practices? Preliminary findings in a national innovation project DiSko)

Paper 3: Menelaos Sotirou: “Learning Science Through Theatre” initiative in the context of Responsible Research and Innovation

Paper 4: Trond Egil Arnesen, Helga Aadland, Ann Kristin Nilsen & Lars M. Kvinge: Pupils’ Achievement Emotions in Schools: Aspects of Measurement and Test Adaptation

In the first three papers authors will present their experience of being interventionist researchers in schools with the purpose of innovating and renewing schools practices. Methodologies used are action research (e.g. Noffke,  2009) and educational design research (e.g. McKenney & Reeves, 2012). The last paper focus on processes and reflections on how to measure social and emotional skills in relation to performance achievement in the arts and physical education. (Pekrun et al 2011). Papers and projects are conducted and developed in three European countries, Norway, Greece and UK, and the discussant, professor Ruth Leitch from Queens University, is situated in Northern Ireland, UK.

 The discussion will focus on the following questions:

What are the challenges of inclusivity when conducting interventionist research in schools? How can research practices become inclusive practices?What is the role of social and emotional skills in such contexts and how can they be measured and communicated?What are the methodological challenges involved?

The symposium will be organized with a short introduction by the organizer, professor Magne Espeland, then proceed to short presentations of the four papers followed by a response from the discussant, professor Ruth Leitch. Conclusively, the audience will be invited into the discussion with options for sharing their experience and with ample time for reflection. The chair will make sure that the last part of the symposium is given sufficient time for a rich discussion. 

Berkman, L. F., & Syme, S. L. (1979). Social networks, host resistance and mortality: A nine-year follow up study of Alameda county residents. American Journal of Epidemiology, 109(2), (pp. 186-204). McKenney, S. & Reeves, T. (2012). Conducting educational design research. London: Routledge. Noffke, S., and B. Somekh, eds. 2009. Handbook of educational action research. London: Sage Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), (pp. 36-48). UN (United Nations). (2013). A new global partnership: Sustainable development report of the high-level panel of eminent persons on the post-2015 development agenda. New York: United Nations. World Bank. (2013). Inclusion matters: The foundation for shared prosperity. Washington, DC.