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Our Research Catalogue contains grants and outputs data up until April/May 2014.

Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

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Journal article details

National policy and the development of inclusive school practices : a case study
National education policy in England under New Labour Government has encompassed both a ‘standards agenda’ and an ‘inclusion agenda’, with schools required to respond to both simultaneously. Some previous studies have seen these agendas as contradictory and have seen schools’ efforts to develop inclusive practices as being undermined by these contradictions. This paper questions this account with reference to a primary school participating in a collaborative action research project which aimed to develop inclusive practices in schools. It shows how the school, far from finding these agendas contradictory, drew on both in making sense of its situation. It argues that the development of inclusive practices may draw on national policy as a productive resource, and suggests that inclusion scholars and advocates may need to refocus their work if they are to offer such schools alternatives to the formulations of national policy.
Original Document
10.1080/03057640701705690
English

Primary contributor

Author Alan Dyson

Additional contributors

Co-author Frances Gallannaugh

Additional details

37
4
Yes
0305-764X
Routledge, Taylor & Francis Group
01 December 2007
473-488
Abingdon
Post-print
Cambridge journal of education

Cite this outcome

Harvard

Dyson, Alan and Gallannaugh, Frances (2007) National policy and the development of inclusive school practices : a case study. Cambridge journal of education. 37 (4), pp. 473-488 Abingdon: Routledge, Taylor & Francis Group.

Vancouver

Dyson Alan and Gallannaugh Frances. National policy and the development of inclusive school practices : a case study. Cambridge journal of education 2007; 37 (4): 473-488.