Using collaborative inquiry to foster equity within school systems: opportunities and barriers1

Mel Ainscow · Alan Dyson · Sue Goldrick · Mel West

89 citations0/0 files storedSchool Effectiveness and School Improvement

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Educational Assessment and Improvement Teacher Education and Leadership Studies Educational Leadership and Practices

Abstract

Drawing on experiences in England over many years, this paper explores the authors’ efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that whilst such contexts create worrying challenges in relation to equity, they also open up new opportunities for moving forward. The paper concludes that national policies have to foster greater flexibility at the local level, so that practitioners have the space to analyse their particular circumstances and determine priorities accordingly.

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References

2006Handbook of action research 2006Improving Schools, Developing Inclusion 2002A Knowledge Base for the Teaching Profession: What Would It Look Like and How Can We Get One?2003Leadership of Inquiry: Building and Sustaining Capacity for School Improvement 2002Understanding the Development of Inclusive Schools 2003School improvement in an era of change 2004Accountability Policies and Teacher Decision Making: Barriers to the Use of Data to Improve Practice 2010School improvement in an era of change

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2023Equity and Inclusion in Education 2016Diversity and Equity: A Global Education Challenge 2017Engaging with the views of students to promote inclusion in education 2020Inclusive Inquiry: Student–teacher dialogue as a means of promoting inclusion in schools 2016Professional capital and collaborative inquiry networks for educational equity and improvement?2020Translational Science: A Road Map for the Science of Reading

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