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Robinson-Pant, Anna 
ORCID: https://orcid.org/0000-0003-3989-2272
(2020)
Inclusive education: thinking beyond systems.
Compare: A Journal of Comparative and International Education, 50 (5).
pp. 619-638.
ISSN 0305-7925
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Abstract
Systems thinking has dominated debates and policy discourses on inclusive education, resulting in an almost exclusive focus on children and formal schooling. Based on the BAICE Presidential Lecture 2019, this paper considers the limitations of systems theory in framing discussion and research on inclusive education, introducing instead alternative theoretical starting points to analyse vignettes of from Ethiopia, Nepal, the UK and the Philippines. In place of systems theory, the paper takes the lenses of culture as performed, literacy as a social practice and informal learning, to explore inclusive education and analyse intercultural and literacy learning in everyday life. It argues the need to move beyond systems thinking – particularly closed systems – with its default position of school as providing the solutions. Whilst cultural stereotypes can be challenged in school curricula, inclusive education cannot rely on formal institutions alone to initiate changes in attitudes held by teachers, students and the wider community.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | inclusive education, systems theory, adult literacy, informal learning, intercultural communication,sdg 4 - quality education ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education |
| Faculty \ School: | Faculty of Social Sciences > School of Education and Lifelong Learning |
| UEA Research Groups: | Faculty of Social Sciences > Research Groups > Literacy and Development Group |
| Related URLs: | |
| Depositing User: | LivePure Connector |
| Date Deposited: | 17 Jun 2020 00:13 |
| Last Modified: | 22 Oct 2022 06:19 |
| URI: | https://ueaeprints.uea.ac.uk/id/eprint/75618 |
| DOI: | 10.1080/03057925.2020.1769382 |
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