Developments in international inclusive education policy, including in prominent UN documents, often refer to the aim of a quality education for all. Yet, it remains unclear: What exactly is meant by quality education? And, under what conditions are quality educational experiences possible for all learners? In this essay, Diana Murdoch, Andrea English, Allison Hintz, and Kersti Tyson bring together research on inclusive education with philosophy of transformative learning, in particular John Dewey and phenomenology, to further the discussion on these two questions. The authors argue that teacher–learner relationships, of a particular kind, are necessary for fostering environments wherein all learners have access to quality educational experiences associated with productive struggle as an indispensable aspect of transformative learning processes. They define such relationships as “educational relationships that support students to feel heard.” In developing their argument, the authors first analyze the concept of productive struggle, an aspect of learning increasingly recognized in research and policy as an indicator of quality education. Second, they discuss three necessary, though not sufficient, conditions for the teacher to cultivate educational relationships that support students to feel heard. Third, they draw out connections between environments that support feeling heard and those that support productive struggle, and they discuss teachers' challenges and risk‐taking in creating such environments. The authors close with a discussion of implications for international policy, practice, and research.

中文翻译：

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听到：融合教育，变革性学习和生产性奋斗

发展国际全纳教育的政策，其中包括著名的联合国文件，通常指的宗旨素质教育的全部。但是，尚不清楚：素质教育到底是什么意思？而且，在什么条件下才能为所有学习者提供优质的教育体验？在本文中，戴安娜·默多克（Diana Murdoch），安德里亚·英语（Andrea English），艾莉森·辛兹（Allison Hintz）和克尔斯蒂·泰森（Kersti Tyson）将融合教育的研究与变革性学习哲学（特别是约翰·杜威和现象学）结合在一起，以进一步讨论这两个问题。作者认为，特定的师生关系对于营造一种环境，使所有学习者都可以获得与之相关的优质教育经验是必要的。生产力斗争是变革性学习过程必不可少的方面。他们将这种关系定义为“支持学生感觉被听到的教育关系”。。” 在发展他们的论据时，作者首先分析了生产性斗争的概念，这是学习的一个方面，在研究和政策中越来越多地被视为素质教育的指标。其次，他们讨论了三个必要但不是充分的条件，这些条件使教师建立了支持学生感觉的教育关系。第三，他们在支持听觉的环境和支持生产性斗争的环境之间建立了联系，并讨论了教师在创建这样的环境中所面临的挑战和冒险精神。作者最后讨论了对国际政策，实践和研究的影响。