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.

摘要

本文报告了一项研究，该研究检查了如何实现更具包容性的课堂社区。它特别关注的是探索儿童的观点可能对这项工作做出的贡献，并产生对从业者有意义的发现。该研究在概念上以参与框架为基础，该框架是包容性领域的一个成熟研究工具。数据是通过小组讨论收集的，涉及英格兰七所小学的 56 名儿童（4-11 岁）。讨论集中在两个相关领域，归属感和学习者多样性，以及这些对孩子的学习有何影响。确定了四个关键主题：感觉舒适和安全；以学习为主要活动；成为朋友并相处融洽；分享价值观和行为。