Creating Welcoming Learning Environments: Disseminating Arts-Based Approaches to Including All Learners in Their Education

目前，儿童和青少年的福祉经常引起英国的关注，教育经验的作用和性质经常被纳入讨论，讨论如何满足儿童和青少年的需求，以确保他们在社会中扮演充实的角色。在人口不断变化的时代，教育机构的作用也可能受到质疑，因此我们可能会问，教育工作者可以做些什么来建立和维持社区凝聚力，以确保儿童和年轻人在其形成时期获得积极的教育和发展经验。在这个项目中，由英国人权委员会资助的一个名为“语言、法律、身体和国家边界的多语言研究”的大型项目的研究结果将被转化为英格兰主流中小学的背景，通过建立艺术基础（音乐、电影制作、纺织品、手工艺和诗歌）来加强活动，以支持儿童和年轻人相互接触和学习。活动的重点将是将艺术概念化为一种语言，并在国家课程内外建立机会，使儿童，年轻人，他们的父母，照顾者和社区参与发展积极的自我意识和对他人的理解。该项目的主要参与者将是教师和校务人员，他们将分享他们现有的专业知识，如何利用艺术创造温馨的学习环境，并在潜在的新领域（如电影制作）发展他们的技能，以便他们可以将他们通过参加实践工作坊而发展起来的新想法和技能带回学校。该项目将采用合作学习模式，以便在进入新的实践领域之前认识到现有的实践。然而，该项目也承认，一些学校的教师在与语言和文化多样化的儿童和家庭打交道方面比其他学校的教师更有经验，这取决于教师自身的背景和专业经验以及学校的位置，是农村、城市还是沿海。项目成果将通过一个用户生成的网站、一本“如何做”的书和一本讨论和更深入地展示想法的书，作为国内和国际教师和教育工作者的资源。在发展包容、尊重和丰富的学习社区中，使用基于艺术的方法的价值被视为具有超越项目发生地的相关性，这些背景将通过网络和基于纸张的输出来实现。

The well-being of children and young people is regularly a cause for concern in the UK at the current time and the role and nature of educational experiences are often drawn into discussions about how children and young people's needs can be met to ensure they take up fulfilling roles in society. At a time of changing populations, the role of educational institutions can also be questioned so that we may ask what educators can do to build and maintain community cohesion to ensure children and young people have positive experiences of education and development in their formative years. In this project, findings from a large project funded by the AHRC entitled 'Researching Multilingually at the Borders of Language, the Law, the Body and the State' will be translated into the context of mainstream primary and secondary schools in England to enhance activities by taking an arts foundation (music, film making, textiles and craft work and poetry) in order to support children and young people's engagements with each other and their learning. The focus for the activities will be to conceptualise the arts as a language and to build in opportunities within and beyond the national curriculum to engage children, young people, their parents, carers and communities in developing a positive sense of self and an understanding of others. The main participants in the project will be teachers and school-based staff who will share their existing expertise in using the arts to create welcoming learning environments and to develop their skills in potentially new areas, such as film making, so that they can take back to their schools new ideas and skills which they have developed through participating in hands-on workshops. The project will run on a co-operative learning model in order to recognise existing practices before moving into new areas of practice. However the project also acknowledges that teachers in some schools will be more experienced than others in working with linguistically and culturally diverse children and families depending on teachers' own backgrounds and professional experiences and the location of their school, whether rural, urban or coastal. The project outcomes will be available as resources for teachers and educators both nationally and internationally through a user generated website, a 'how to' book and a book discussing and presenting ideas in more depth. The value of using arts-based methods in developing inclusive, respectful and enriching learning communities is seen as having relevance beyond the locations in which this project will take place and these contexts will be reached through the web and paper-based outputs.