Since inclusion was introduced into international educational discourse (Slee, 2018), it has become a globally popular term that currently guides educational policies and practices. However, the meaning of inclusion is associated with different historical, cultural, and epistemological assumptions (Kozleski et al., 2011). The concept of inclusion is not limited to the educational experiences of students with disabilities; in fact, the concept has evolved and is used to discuss other identity markers such as race, sexual orientation, social class, gender, and nationality, whether discussed separately or as intersecting forces of oppression (Messiou, 2017). Intersectionality (Crenshaw, 1989) provides a crucial framework for examining how multiple, overlapping systems of discrimination shape individuals’ experiences. It highlights the interconnected nature of social identities such as gender, race, disability, and socioeconomic status and how these intersections create unique junctures of oppression and privilege.  

Intersectionality redefines relationships between categories of difference since they “mutually construct each other” (Hancock, 2016, p. 20) while it aims to make visible complex identities previously deemed invisible (Hancock, 2016, p. 33). This lens is especially relevant in educational contexts, where diverse identities intersect with structural and environmental factors, affecting each individual’s unique experience of inclusion or exclusion. As a result, the application of intersectionality within the field of inclusive education serves as a critical framework for promoting equitable learning environments (Besic, 2020; Waitoller, 2020). Moreover, this framework aligns closely with the principles of participatory research, which emphasise the importance of centring participants’ voices and recognising them as active contributors to knowledge production.  

People of different races, sexual orientations, social classes, genders or social backgrounds often suffer discrimination at multiple stages of their education and professional careers (Tzovara et al., 2021). When researching learners' experiences of inclusion and exclusion in education with a view to understand the commonalities and differences across educational contexts, rather than assuming that certain contexts are naturally in- or exclusive, researchers need research methods that are flexible, participant-focused, inclusive, and that give agency to participants. 

By integrating intersectionality with participatory approaches, this workshop seeks to allow participants to reflect on their experiences of having to fit into pre-existing labels and systemic inequities but also to empower participants to collaboratively reflect on their experiences and co-develop strategies for fostering a more inclusive approach to research within education. 

This interactive workshop aims to create a reflective and action-oriented space for participants to experience and reflect on methods such as personal storytelling, writing, drawing, mind mapping, participatory photography, and role play. Followed by collaborative discussions to illuminate the complexities of intersectionality in individual experiences of inclusion and exclusion and to develop actionable strategies for fostering inclusivity in research. Through this process, participants will gain a deeper understanding of inclusion.  

The workshop will be based on qualitative, participatory methodologies. This workshop will be divided into 4 parts: the authors will start by providing a brief introduction of key concepts and theories: inclusive education, intersectionality; we will then move to more practical and reflective activities aligned with the topics of the workshop: Researching experiences of inclusion and exclusion in education – methodological implications of an intersectional lens. The first activity will allow participants a chance to experience different ways of gathering data on identity and labels. The second activity will focus on gathering data on experiences inclusion/ exclusion: individually using multiple methods such as writing and personal storytelling (Connelly & Clandinin, 2013, Floyd, 2012), drawing, mind mapping, photos, role play followed by small group discussion. Grounded in the principles of narrative inquiry and participatory research (Cornwall & Jewkes, 1995), these approaches recognise the power of personal storytelling in capturing the complexities of identity, discrimination, and institutional barriers. Writing as a method allows participants to articulate their thoughts privately before sharing them, reducing the pressure of immediate verbal expression and ensuring that diverse voices and perspectives are acknowledged (Riessman, 2008). The mosaic approach (Clark & Moss, 2011; Anderson, 2012), participatory photography (Kaplan, Miles & Howes, 2011), and mind mapping (Moon, 2004; Bourke & Loveridge, 2018) will be explored as methods of data gathering for inclusive intersectional research on experiences of in-/exclusion. The next activity will encourage participants to share and reflect about the process of participating in this kind of research in small groups. Groups of 3-5 participants will engage in dialogue guided by questions like: how did different ways of sharing identity information feel? What data did they produce? What was it like to be able to choose between different ways of sharing experiences? What is everyone was asked to draw/ paint? In the final activity, Discussion, builds on the small group reflection by fostering collective dialogue in small groups. Participants will be encouraged to share key aspects of their stories, identify common themes, and analyse how systemic structures influence individual experiences guided by questions such as “What shared themes or unique experiences emerge from our stories?”. Facilitators will help ensure that all voices are heard and that discussions remain focused on understanding and empathy. Finally, drawing from their shared experiences, groups will brainstorm actionable strategies to address educational research that involves systemic inequities, and intersecting identities.

This workshop underscores the transformative potential of intersectionality as a framework for fostering inclusivity in educational research. By creating a structured yet flexible space for participants to reflect on their own experiences and engage in collaborative discussions, the workshop provides a unique platform for addressing systemic inequities and promoting equity. The emphasis on personal experiences allows participants to explore the nuanced ways in which their identities intersect and shape their experiences. This reflective process not only enhances self-awareness but also fosters empathy and understanding among participants. The inclusion of small-group discussions ensures that diverse voices are amplified, creating a collective narrative that highlights shared challenges and unique perspectives. The discussion phase transforms these insights into actionable solutions, bridging the gap between reflection and practice. By addressing barriers to inclusion through the lens of intersectionality, participants are better equipped to identify and challenge exclusionary practices within their research practices. The strategies developed during the workshop serve as practical tools for advancing equity and inclusion, making the workshop outcomes both meaningful and sustainable. The workshop will conclude with a synthesis of the ideas generated, which will be documented and shared as a resource for participants. Ultimately, this workshop represents a critical step toward building more inclusive academic environments. It not only highlights the importance of addressing systemic inequities but also celebrates the diversity that enriches the research community. By engaging in this collective effort, participants contribute to a broader movement toward equity and justice in academia, ensuring that all individuals have the opportunity to thrive.

Bešić, E. (2020). Intersectionality: A pathway towards inclusive education? PROSPECTS, 49(3), 111–122. https://doi.org/10.1007/s11125-020-09461-6 Bourke, R., & Loveridge, J. (2018). Radical Collegiality through Student Voice. In Radical Collegiality through Student Voice. https://doi.org/10.1007/978-981-13-1858-0 Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning. RoutledgeFalmer. Kaplan, I., Miles, S., & Howes, A. (2011). Images and the ethics of inclusion and exclusion: learning through participatory photography in education. 11(3), 195–202. Clark, A., & Moss, P. (2011). Listening To Young Children: The Mosaic Approach. National Children’s Bureau. Anderson, B. (2012). Listening to Young Children: The Mosaic Approach. Child Care in Practice, 18(3), 293–294. https://doi.org/10.1080/13575279.2012.683656 Abma, T., Banks, S., Cook, T., Dias, S., Madsen, W., Springett, J., & Wright, M. T. (2019). Participatory research for health and social well-being. Cham: Springer International Publishing. Booth, T., & Ainscow, M. (2011). Index for Inclusion: Developing Learning and Participation in Schools. Centre for Studies on Inclusive Education, Bristol. Clandinin, D. J., & Caine, V. (2013). Narrative inquiry. In Reviewing qualitative research in the social sciences (pp. 166-179). Routledge. Cornwall, A., & Jewkes, R. (1995). What is participatory research? Social science & medicine, 41(12), 1667-1676. Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics. University of Chicago Legal Forum, 139-167. Reprinted in The Politics of Law: A Progressive Critique, 195-217 (2nd ed., edited by David Kairys, Pantheon, 1990). Dupree, C. H., & Boykin, C. M. (2021). Racial inequality in academia: Systemic origins, modern challenges, and policy recommendations. Policy Insights from the Behavioral and Brain Sciences, 8(1), 11-18. Floyd, A. (2012). Narrative and life history. Research methods in educational leadership and management, 223-235. Hancock, A.-M. (2016). Intersectionality: An Intellectual History. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199370368.001.0001 Kozleski, E. B., Artiles, A. J., & Waitoller, F. R. (2011). Introduction: equity in inclusive education: historical trajectories and theoretical commitments. AJ Artiles, EB. Kulp, A. M., Wolf-Wendel, L. E., & Smith, D. G. (2019). The possibility of promotion: How race and gender predict promotion clarity for associate professors. Teachers College Record, 121(5), 1-28. Messiou, K. (2017). Research in the field of inclusive education: time for a rethink?. International journal of inclusive education, 21(2), 146-159. Price, M., Salzer, M. S., O'Shea, A., & Kerschbaum, S. L. (2017). Disclosure of mental disability by college and university faculty: The negotiation of accommodations, supports, and barriers. Disability Studies Quarterly, 37(2).