Reaching the ‘Hard to Reach’: Implementing “Education for All” by Participative Action Research and Students’ Voices

Abstract

The educational framework of inclusion is fundamentally about the participation of all students in the educational system (UNESCO, 2005). This may be achieved by listening to students’ voices, which can then enhance students’ active participation and involvement in different aspects of school life. This can improve classroom practices. In this context, our chapter introduces the “Inclusive Inquiry.” This is an approach in which students and teachers participate actively as research partners with the aim of making lessons inclusive. We implemented this approach in six primary schools in Styria as part of the Erasmus + project, “Reaching ‘the hard to reach’: Inclusive responses to diversity through child-teacher dialogue.” By analysing 18 focus group interviews with 72 primary-school students from 18 classes, this chapter reports on 1) how students perceived the lessons created within Inclusive Inquiry, 2) how their voices were considered in the lesson planning, and 3) what ideas and wishes students had for inclusive lessons.

We analysed our data with qualitative content analysis, and codes were created deductively and inductively. Students stressed that they felt appreciated and valued within the Inclusive Inquiry approach. They also emphasised that this approach encouraged them to reflect on their own learning in the “child-teacher-dialogue” and take more responsibility for their own learning. (“This project has been funded with support from the European Commission, under the Erasmus + programme, 2017-1-UK01-KA201-036665. This publication reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”)