ISEC 2010 - 7th Inclusive and Supportive Education Congress - Promoting Diversity and Inclusive Practice
du 02-08-2010 au 05-08-2010
accueilli par la Queen’s University de Belfast
Proposals for poster presentations, individual papers, symposiums and workshops for ISEC 2010 may be submitted on any of the following themes :
Papers within this theme might address expanded concepts of inclusion concerned with ensuring the maximum participation and minimum exclusion of all students as well as adults.
Papers might illuminate the current state of diversity education along a range of axes of difference, and critically explore the significance of these sites of difference on students’ educational and schooling experiences. This could include work which focuses on those who face learning difficulties or whose behaviours challenge traditional teaching methods, in terms of socio-economic circumstances, ethnic origin, cultural heritage, gender, disability and so on, and supporting their achievement and participation. Or it could include work which focuses on the micropolitics of difference within schooling produced by simultaneous and contradictory Government pressures to raise academic standards and promote social inclusion, or consider policy and practice around the idea that inclusion should go even further by engaging all children, families and communities in lifelong learning across the lifespan.
Under this theme contributors could present critical and challenging explorations of the concept of inclusion and the practicalities of achieving educational inclusion at different levels of the system. Proposals might focus on, for example, inclusive education in transforming societies or societies emerging from violent conflict; the debate over separate or common schooling; understanding and promoting inclusive teaching and learning at or across different phases of education; school improvement for inclusive learning; or educating and training for inclusive practice.
Debates in evidence-informed policy and effective evaluation
The last decade has seen significant critiques of educational research and the resurgence of interest in traditional research methods on the basis that they offer more rigour and provide practical, ‘what works’ type outcomes. Proposals under this theme could provide examples of these types of studies, either to provide exemplars of their utility or effectiveness, or as part of a critique of the ‘what works’ philosophy. Other proposals might focus on the idea of ‘evidence-informed’ policy, exploring the extent to which evidence can, should or does, inform policy; how it sits alongside other influences; or how research evidence may play a more effective role in shaping and informing policy formation, development or evaluation.
Children’s rights, voice and participation in education
The UN Convention on the Rights of the Child provides standards for evaluating the laws, policies and practices which affect children in education. Proposals under this theme might focus on examples of where these standards are being applied or how the standards might better be applied. In regard to children’s participation, proposals could examine mechanisms for involving young people in decisions that affect their lives or the benefits of establishing such mechanisms.
Collaboration, sharing and capacity-building to promote inclusion
It has become a truism that so-called ‘wicked’ problems are beyond the purview on single agencies or departments, but require joined-up approaches or collaborative engagement. However, stating this aspiration and achieving the goal are not the same. Proposals under this theme might focus on practical examples, or problems, in collaborative practice; or on improvements in practice that can be achieved through effective models of collaboration.
mot(s) clé(s) :
inégalités, vie des élèves / étudiants, utilisation des recherches, travail collaboratif
besoins éducatifs particuliers