Inclusive school community: why is it so complex?
Inclusive school community: why is it so complex?
复制标题
全纳学校社区：为什么如此复杂？
DOI：
10.1080/13603110500256137
复制
发表时间：
2006
影响因子：
2.2
通讯作者：
R. Robinson
中科院分区：
文献类型：
--
作者：
S. Carrington;R. Robinson
本文讨论的问题：为什么学校社区很难以包容的方式应对学生，工作人员和家长的多样性？作者借鉴了澳大利亚昆士兰州的理论和最近的专业经验，提出了四项指导原则，解决了导致学生机会和结果不平等的传统学习假设。作者提出了这些原则来支持一个更包容的学校社区的发展：（1）发展一个学习社区，包括一个关键的朋友;（2）重视并与家长和更广泛的社区合作;（3）让学生作为公民参与学校的审查和发展;（4）支持教师对包容的理想和实践的批判性参与。作者描述了这些原则如何在学校社区协同工作。
This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and development; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community.