Abstract
This paper illustrates how conversations with children can enhance thinking and practice in relation to the development of inclusive education. In particular, evidence from research carried out in a primary school in Cyprus is used to throw light on notions of marginalisation. The study suggests that marginalisation can be conceptualised in four ways: when a child is experiencing some kind of marginalisation that is recognised almost by everybody, including himself/herself; when a child is feeling that he/she is experiencing marginalisation, whereas others do not recognise this: when a child is found in what appears to be marginalised situations but does not view this as marginalisation; and, finally, when a child appears to experience marginalisation but does not recognise this. The paper concludes that children’s voices should not only be used as a strategy for understanding and developing more inclusive practices, but more importantly that listening to children is itself a manifestation of being inclusive.
Résumé
Cet article illustre comment les conversations avec des enfants peuvent augmenter la pensée et la pratique par rapport au développement de l’éducation inclusive. En particulier, l’évidence de la recherche dans une école primaire en Chypre est employée pour jeter de la lumière sur des notions de marginalisation. L’étude suggère que la marginalisation puisse être conceptualisée de quatre manières: quand un enfant expérimente un genre de marginalisation qui est reconnue presque de tous, même par l’enfant lui-même; quand un enfant sent qu’il expérimente la marginalisation malgré que les autres ne le reconnaissent pas; quand un enfant se trouve dans ce que semblent être des situations marginalisées, mais il ne le ressent pas ou il ne le voit pas comme marginalisation; et, finalement, quand un enfant expérimente la marginalisation mais il ne l’admet pas. L’article conclut que les voix des enfants ne devront pas être utilisées uniquement comme une stratégie pour mieux comprendre et développer l’éducation inclusive, mais le plus important c’est que l’écoute des voix des enfants soit elle-même une manifestation d’être inclusive.
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Messiou, K. Understanding marginalisation in education: The voice of children. Eur J Psychol Educ 21, 305 (2006). https://doi.org/10.1007/BF03173418
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DOI: https://doi.org/10.1007/BF03173418