Promoting educational development: lessons with the Index for Inclusion locally and internationally
Duration: 54 mins 48 secs
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| Description: | Professor Tony Booth, Research Fellow at the Centre for Commonwealth Education, talks about the new edition of 'The Index for Inclusion: developing learning and participation in schools'. Professor Booth has taught, researched and written about issues of inclusion and exclusion in education for the last thirty years. His ideas are summarised within the 'Index for Inclusion; developing learning and participation in schools' which has been translated into 39 languages. He has recently produced a radically revised version to create dialogues for the 2nd decade of the 21st century, the decade of biodiversity, about educational development and informal and formal curricula in schools. |
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| Created: | 2012-07-06 14:17 | ||
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| Collection: | Centre for Commonwealth Education: Seminars | ||
| Publisher: | University of Cambridge | ||
| Copyright: | Faculty of Education | ||
| Language: | eng (English) | ||
| Keywords: | Inclusion; Index for Inclusion; Exclusion; intervention; Centre for Commonwealth Education; | ||
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| Abstract: | Intervening in the lives of others is perennially problematic. As practitioners, policy makers, academics and researchers, we fantasise that our inspiration, ideas, writing, and action will promote transformative change, yet without power to force compliance, we may find our results disappointing. Sometimes we look hopefully at the role we can play in the practice of others at the same time as we recognise the barriers to changing our own contexts. Yet I will suggest that it is worth adding to the mountain of writings on educational improvement, development, effectiveness and quality. I define development as change in accordance with particular values. I suggest that clarity of concepts and values, an acknowledgment of the significance of cultures and development processes, a recognition of shared purposes and the assiduous tracking of the range of the practical implications of these concerns for educational systems and settings may increase possibilities to reduce the messiness of practice and take it in intended directions.
I will illustrate how these ideas are embedded in the new edition of ‘the Index for Inclusion; developing learning and participation in schools’. The Index for Inclusion seems to assist the link between the common concerns of insiders and outsiders to educational settings. In a major addition, in this recent work, I have provided a detailed outline for an alternative way of structuring teaching and learning activities. I will report on some of the ways the Index for Inclusion has been used to initiate developments locally within Norfolk as well as in other countries. I will ask whether efforts to reduce the messiness of intervention as illustrated by this work can help us to construct dialogues that go beyond an attempt to clean a floor with a dirty rag. |
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