Developing Inclusive Classroom Communities: What Matters to Children in their Experiences of Inclusive Classroom Learning?

Kristine Black Hawkins, Ruth Kershner, Linda Cooper

    Research output: Contribution to JournalArticlepeer-review

    Abstract

    This paper reports on a study that examined how more inclusive classroom communities might be achieved. Its particular concerns were to explore the contribution children’s perspective might make to this work and to generate findings that would be meaningful for practitioners. The study was underpinned conceptually by the Framework of Participation, an established research tool in the field of inclusion. Data were collected through group discussions, involving 56 children (aged 4–11), across seven primary schools in England. The discussions focused on two related areas, belonging and learner diversity, and how these might matter to the children’s learning. Four key themes were identified: feeling comfortable and being safe; learning as the main activity; being friends and getting on together; sharing values and behaviours. The paper argues that listening to children’s views is valuable not only for research purposes but also as an integral aspect of strengthening their sense of community.
    Original languageEnglish
    Pages (from-to)1-15
    Number of pages15
    JournalEducation 3-13
    Early online date26 Jan 2021
    DOIs
    Publication statusPublished - 26 Jan 2021

    Keywords

    • Inclusive classroom communities
    • Belonging
    • Diversity
    • Children's perspectives
    • Participation
    • Life-span and Life-course Studies
    • Education

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