ABSTRACT

The Salamanca Statement and subsequent international calls to action around inclusive education aim to meet Education for All goals and foster inclusive communities for learners within mainstream education. However, there are diverse interpretations of what inclusion means in practice that vary across local, national and international contexts. In developing inclusive pedagogies with teachers at the forefront of providing support, the use of labels to categorise particular groups of learners according to perceived learning needs can further marginalise them, affecting their sense of belonging in school and their academic and social identities. We present case studies drawn from two doctoral studies conducted in contextually and culturally different settings to understand learners’ experiences of marginalisation in education. The experiences of learners of English as an additional language transferring from primary to secondary school in England illustrate marginalised positioning assigned by teachers’ perceptions. The ability to ‘settle in’ to school of street-connected children transitioning (back) into education in Kenya is influenced by their interactions with peers, teachers and the wider community on and after the street. Findings emphasise the need for understanding experiences through shared narratives and dialogue, starting with learners’ experiences to develop pedagogies and foster inclusive communities within and beyond schools.

摘要

《萨拉曼卡声明》和随后围绕包容性教育采取行动的国际呼吁旨在实现全民教育目标，并在主流教育中为学习者培育包容性社区。然而，在实践中，对于包容性的含义有不同的解释，因地方、国家和国际背景而异。在发展由教师提供支持的包容性教学法时，根据感知的学习需求使用标签对特定学习者群体进行分类可能会进一步边缘化他们，影响他们对学校的归属感以及他们的学术和社会身份。我们提出了来自两项在不同背景和文化背景下进行的博士研究的案例研究，以了解学习者在教育中边缘化的经历。在英国，英语作为一门额外语言的学习者从小学到中学的经历说明了教师看法所赋予的边缘化定位。在肯尼亚，街头儿童“适应”学校并过渡（返回）接受教育的能力受到他们与同龄人、老师以及街头内外更广泛社区的互动的影响。研究结果强调，需要通过共享叙述和对话来理解经验，从学习者的经验开始，发展教学法并在学校内外培育包容性社区。在肯尼亚，街头儿童“适应”学校并过渡（返回）接受教育的能力受到他们与同龄人、老师以及街头内外更广泛社区的互动的影响。研究结果强调，需要通过共享叙述和对话来理解经验，从学习者的经验开始，发展教学法并在学校内外培育包容性社区。在肯尼亚，街头儿童“适应”学校并过渡（返回）接受教育的能力受到他们与同龄人、老师以及街头内外更广泛社区的互动的影响。研究结果强调，需要通过共享叙述和对话来理解经验，从学习者的经验开始，发展教学法并在学校内外培育包容性社区。