This paper seeks to describes inclusive micro curriculum-making practices during a teacher collaborative inquiry project in the Chilean context.

Inclusive education is a cornerstone of European and international educational policy and the core of worldwide agreements for education for all (Ainscow, 2020). This study defines inclusive education as a political and societal project of transformation (Slee, 2011) which seeks to assure the presence, participation and progress of all students (Echeita, 2019), promoting collaborative values for living together (Booth, 2018) driven by the principles of social justice (Sandoval Mena & Waitoller, 2022). Also, it represents an acknowledgement of the unequal structural and social relationships that frame and produce education exclusion as a substantial curriculum issue (Slee, 2019). Accordingly, inclusive education would be a constituted piece of education and, hence, an embedded element in curriculum development indicated by Priestley and Philippou (2019) as "the heart of the schooling".

However, the concept of an inclusive curriculum has been vaguely developed, limiting inclusion mainly just as an adjustment for students who are labelled as "different" (Nind, 2005) or as an orientation (Opertti & Brady, 2011) to the curriculum. This may partly be explained by a bulk of research that continues positioning inclusive education as a technical issue centred on students' deficits (Artiles, 2020), restricting a broad and comprehensive perspective to theoretical aspects (Amor et al., 2019).

At the same time, these conceptions involve the comprehension of curriculum as a prescription, which needs to be implemented or delivered by teachers and, therefore, adapted for those who do not fit into it. Following this vein, Deng (2020) argues that the curriculum discussion should go back to the content not as part of the learning discourse and focus on the academic outcomes necessary but on the purposes of education. An inclusive curriculum, therefore, would imply an ideology compromised with transforming society (Schiro, 2013) that would start with the recognition that education could reproduce social inequalities (Apple, 1990). From there, a broader understanding of curriculum development is needed to develop an inclusive curriculum, as exclusion is not just taught from the explicit, but also from the hidden (Kashimiro, 2000). In this way, efforts to develop an inclusive curriculum should be put into the day-by-day generation of knowledge in the classrooms in which inclusion- but also exclusion- is embodied.

Priestley et al. (2021) conceptualise curriculum-making as a social practice involving different practices that occur across multiple layered "sites of activity" subjected to diverse forms of influence. This model considers curriculum-making as a systemic activity undertaken by many social actors involving the production of various artefacts and practices. From this framework, teachers are curriculum makers, considering that curriculum is always interpreted by teachers and influenced by their beliefs, experiences, and aspirations (Rosiek & Clandinin, 2016). In that regard, inclusive curriculum-making would need teachers' development that emphasises their knowledge framed for the social context in which education occurs, problematising exclusionary logic (Allan, 2003). 

From the pioneering work of Stenhouse (1975) in Europe, the teacher as a researcher has been positioned as a vein to foster curriculum decision-making addressing the particular context where teachers work (Craig, 2009). In that regard, collaborative inquiry as cyclical and dialogical practice (DeLuca et al., 2015) through teachers' reflexivity provides a starting point to make an inclusive curriculum, understanding critical teaching as a dynamic dialectic between doing and thinking about the doing (Freire, 2012). 

This research takes a Participatory Action Research approach (Kemmis et al., 2014) that involves an active commitment of people involved, highlighting their experiences and knowledges (Lenette, 2022). For that, between 10-14 primary teachers from two public Chilean schools will be invited to participate in a Critical Collaborative Professional Enquiry project (CCPE) (Drew et al., 2016) called Curriculum Circles for an academic semester (March-June). These collaborative circles will be proposed to make an inclusive curriculum, considering three iterative phases of CCPE: 1) "focusing", where teachers will dialogue with their colleagues about educational exclusionary situations in the Chilean context, reflecting on them; 2) “interrupting”, acting within the classroom to transform their practices from an inclusive perspective; and 3) "making sense", reflecting and evaluate their actions in line with the focusing phase. The timing of these meetings will be adjusted to the needs and possibilities of each school, reaching different arrangements. The researcher will mediate Curricular Circles and support teachers to interrupt their practices when needed. In that sense, she will have a participant role as part of the group to build a relationship of trust and reciprocity. Thus, diverse participatory activities will be designed as artefacts to support the reflection and action. The data will be varied and rich, considering all the process stages. In that regard, the methods will be centred on the Curriculum Circles as a CCPE, which includes multiple participatory activities registered by fieldnotes to document the project's process and its impact within the classroom. Teachers will also be invited to document the process through reflection in flexible diaries, which offer diverse opportunities to document their practices. Additionally, the researcher will conduct follow-up methods to delve into the data, such as semi-structured interviews and focus groups.

I expect to describe diverse social practices as an inclusive curriculum, focusing on the dimensions of curriculum-making framed by Priestley et al. (2021) as sites of activity. Mainly, the data analysis will be centred on micro curriculum-making practices related to the school level and teachers' work, characterised by Curriculum Circles as a space of Critical Collaborative Professional Enquiry. As an exploratory stage, I propose a first "mapping" as an analytical tool (Martin & Kamberelis, 2013), showing different elements that were produced in Curriculum Circles as inclusive curriculum, highlighting their relationships and connections, teachers' voices, and reflections from the researcher as a facilitator. I will analyse data produced from Curriculum Circles in one school of the study to situate the case, considering as an essential element the distinctive features of the context, such as location, institutional ethos, or socio-economic vulnerability index, that shape the inclusive curriculum-making process. Data produced by teachers in their diaries, my fieldnotes and interviews will be coded through thematic analysis from emergent codes. At the same time, the analysis will include the artefacts produced for and by the group, drawing a web among different elements that create the collaborative work as inclusive curriculum-making. In that regard, emphasis will be placed on what did happen, but also how did that happen, focusing on the relationship among teachers, artefacts, and the researcher. I will choose one substantial activity of each stage (focusing, interrupting, and making sense) to explore its articulation broadly, theorising about how inclusive curriculum-making is shaped in this context and discussing future implications for research and practice. The discussion will be centred on the importance of the collective aspect of teachers' work for inclusive curriculum-making and its implications for international educational research.

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