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Understanding and Developing Inclusive Practices in Schools

Grant reference: L139251001

Journal article details

Title National policy and the development of inclusive school practices : a case study

Description 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.

Url http://dx.doi.org/10.1080/03057640701705690

Url Description Original Document

DOI 10.1080/03057640701705690

Language English

Primary contributor

Author Alan Dyson

Additional contributors

Co-author Frances Gallannaugh

Additional details

Volume number 37

Issue number 4

Is this item peer reviewed (refereed)? Yes

ISSN 0305-764X

Publisher Routledge, Taylor & Francis Group

Date of publication 01 December 2007

Page reference 473-488

Place of publication Abingdon

Is this item a pre-print or post-print? Post-print

Title of journal Cambridge journal of education

Cite this outcome

Citation Style:

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.