04 SES 14 B, The Interplay between ‘Systemic Risks’ and Day to Day Practices of Teachers and Parents in the Context of Inclusive Education
Over the last 30 years, the English educational system has been shaped by an increasing marketization of schools, and a growing focus on targets, standards, increased school autonomy and competition (Higham, 2014; Wilkins, 2015). As part of this process, a new type of school - free schools - was introduced in 2010. Free schools are government funded, but can decide on their own curriculum, staffing and admissions arrangements. Little work has been done on free schools with specific reference to children with special educational needs, and most of the literature on free schools and inclusion focuses on the location of new schools and schools admissions policies (e.g. Green et al., 2015; Morris, 2014; West, 2014) rather than the everyday practices and the experiences of staff and different groups of parents and children at the schools. This presentation reports on findings from a research project carried out in 2016-2018 at a newly established English secondary free school. Inclusion was set as an explicit aim of the school, which aimed to achieve this through its architecture and design, an admissions policy which brought students from four ‘nodes’ across the city, mixed ability class organization and inclusive teaching practices. The project examined how staff understood the needs of children with special educational needs and how effectively the school provided an inclusive and equitable educational experience for them. Through a discussion of the day-to-day experiences and practices of staff members, students and parents at the school we analyse the extent to which the school enabled an inclusive education. To analyse our findings, we draw on the classic theoretical distinction between ‘education’ and ‘schooling’ (Levinson and Holland, 1996; Osborne, 2009), as it provides a useful framework to identify and discuss the varied perceptions of our study participants and some of the overlaps and tensions between process and outcome oriented practices in relation to inclusion. We argue that schools which explicitly set out to foster a broad educational ethos in their day to day practices, may, to some extent, manage to bridge the gap between the schooling and the education of different groups of children. They are, however still exposed to a range of external pressures, which may result in schooling outcomes being prioritised over educational processes and outcomes.
Green, F., Allen, R., Jenkins, A. 2015. Are English free schools socially selective? A quantitative analysis. British Educational Research Journal 41, 907–924. Higham, R. 2014. Free schools in the Big Society: the motivations, aims and demography of free school proposers. Journal of Education Policy 29, 122–139. Levinson, B., Holland, D. 1996. Introduction, in: al., L. et (Ed.), The Cultural Production of the Educated Person - Critical Ethnographies of Schooling and Local Practice. State University of New York, New York. Morris, R. 2014. The admissions criteria of secondary Free Schools. Oxford Review of Education 40, 389–409. Osborne, K. 2009. Education and Schooling: A Relationship that can Never be taken for Granted, in: Coulter, D.L., Wiens, J.R. (Eds.), Why Do We Educate? Renewing the Conversation. Blackwell Publishing Ltd., Oxford, UK, pp. 21–41. West, A. 2014. Academies in England and independent schools ( fristående skolor ) in Sweden: policy, privatisation, access and segregation. Research Papers in Education 29, 330–350. Wilkins, C. 2015. Education reform in England: quality and equity in the performative school. International Journal of Inclusive Education 19, 1143–1160.
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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