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Student-teacher-dialogue for lesson planning: Inclusion in the context of national policy and local culture

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This paper reports on findings from an Erasmus study titled ‘ReHaRe’ (Reaching the Hard to Reach). The aim of the research project is to develop more inclusive learning environ-ments in schools situated in socially marginalized housing areas. The study used an action research approach, with partnerships formed between schools and university researchers. The project sought to give the pupils a role as researchers who, together with teachers, planned, evaluated and developed lesson plans. The paper describes how collaboration between pupils and their teachers can expand participation for the pupils, including those otherwise considered as being ‘hard to reach’. However, this action research approach also generates ethical dilemmas, especially when children are in the centre of inquiry. Equal partnerships in research (in this case teacher-pupil equality) requires reflection on the un-derlying ideas of the teacher-pupil relation and an awareness of how these understandings affect the collaboration, especially when teachers insist on maintaining their dominant role over pupils. The paper concludes that Inclusive Inquiry – which was the approach taken in this project – can expand participatory possibilities for children who are otherwise consid-ered to be at the margin. However, successful inclusive research will also require under-standing the role of the local professional cultures at schools.
OriginalsprogEngelsk
TidsskriftNordic Journal of Studies in Educational Policy
Vol/bind6
Nummer1
Sider (fra-til)25-36
Antal sider12
ISSN2002-0317
DOI
StatusUdgivet - 2020

    Forskningsområder

  • inclusion, Education policy, Child/teacher collaboration

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