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.
Original language | English |
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Pages (from-to) | 619-638 |
Number of pages | 20 |
Journal | Compare: A Journal of Comparative and International Education |
Volume | 50 |
Issue number | 5 |
Early online date | 15 Jun 2020 |
DOIs | |
Publication status | Published - 3 Jul 2020 |
Keywords
- Inclusive education, systems theory, adult literacy, informal learning, intercultural communication
Profiles
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Anna Robinson-Pant
- School of Education & Lifelong Learning - Emeritus Professor
- Literacy and Development Group - Member
Person: Honorary, Research Group Member
Prizes
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President of the British Association for International and Comparative Education
Robinson-Pant, Anna (Recipient), 1 Sep 2018
Prize: Other distinction