Leading-for-Inclusion: Transforming Action through Teacher Talk

Autor/in	Bristol, Laurette
Titel	Leading-for-Inclusion: Transforming Action through Teacher Talk
Quelle	In: International Journal of Inclusive Education, 19 (2015) 8, S.802-820 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2014.971078
Schlagwörter	Foreign Countries; Inclusion; Correlation; Educational Practices; Instructional Leadership; Rural Areas; Rural Schools; Student Needs; Elementary Schools; Secondary Schools; Principals; Case Studies; Elementary School Teachers; Secondary School Teachers; Classroom Communication; Action Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Korrelation; Bildungspraxis; Instruction; Leadership; Bildung; Erziehung; Führung; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Elementary school; Grundschule; Volksschule; Sekundarschule; Principal; Schulleiter; Case study; Fallstudie; Case Study; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassengespräch; Projektforschung; Australien
Abstract	In Australia, recent policies for educational development have emphasised the importance of stakeholder involvement and advocacy in the promotion of student outcomes. There is robust support for the promotion and development of inclusive educational communities able to respond to the various educational needs of students, communities and staff. This paper advocates a practice perspective and establishes a direct correlation between leading practices and the formation of more inclusive school communities. It provides a consideration of the practice architectures which co-construct the ways in which six educational leaders draw on the potential of "teacher talk" as a vehicle for practice modification. Teacher talk, as a characteristic of leading practice, responds to the increasing dynamism in the profile of schools, students and teachers in rural New South Wales (NSW), socially, cognitively, economically, linguistically and culturally. This paper uses the medium of teacher talk to: explore the relationship between leading and inclusion--"leading-for-inclusion"--and interrogate socially just (inclusive) practices in the domain of the professional advocacy of the community. The paper reflects upon the practices of leading-for-inclusion (in the context of change management) and the development of more inclusive school cultures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01