Abstract
Neoliberalism and globalisation have brought about major social challenges, leading to huge increases in economic inequality and high levels of migration. The articles in this issue give serious consideration to the ways in which schools respond to these challenges. The discussions are both grounded and theoretical: they engage with specific contexts and with the belief systems and practices of school leaders; they not only draw upon theory but actively build new understandings.
Nina Bremm and Kathrin Racherbäumer, from the University of Duisburg-Essen (Germany), examine the dominant concept of Equal Opportunities in social justice discourse and analyse the failings of its ‘talent-based’ and ‘attainment-based’ variants. Both, in effect, end up reinforcing inequalities in participation and attainment by rewarding already successful learners. Drawing on Bourdieu and Goffman, the article outlines more promising organisational and pedagogical strategies.
Also from Germany, Stefan Kruse and Kathrin Dedering, at the University of Erfurt, focus on the idea of inclusion for theoretical scrutiny. They distinguish four main usages: spatial inclusion in mainstream classrooms, meeting social and/or academic needs of individuals, meeting social/academic needs of all and community building. The discussion considers various dimensions, including political movements, the relevance of inclusion to the whole spectrum of human diversity and social vision. The article continues by reporting an empirical study to examine the beliefs and understandings of a sample of teachers and school administrators. Finally, some innovative practices at ‘Integrated Community Schools’ are presented.
Amy Heineke and colleagues at Loyola University Chicago and North Carolina University (USA) look at the professional development needs of teachers in linguistically diverse schools. They examine the theoretical basis and research evidence concerning the professional learning of teachers and school leaders. Aims and approaches to professional development are discussed, including building cultural and linguistic awareness, specific pedagogies in maths and science and the promotion of active learning. Drawing on socio-cultural theory (e.g. Rogoff and Wertsch), they examine prior beliefs, community building and asset-based approaches.
Lucia Munongi and Jace Pillay, at the University of Johannesburg (South Africa), consider the teaching of rights and responsibilities in the school curriculum. Through a questionnaire, they discover that rights and responsibilities have quite a low profile in various curriculum areas. The authors make various recommendations for curriculum reform. Practical issues are discussed concerning how to teach human rights to young people, including the need for practical participation. Parental opposition surfaces as one reason for avoiding teaching children’s rights: parents may disagree with content that conflicts with religious or cultural beliefs.
Ayodeji Osiname, at the University of Manitoba (Canada), studies the experiences and leadership styles of five school principles seeking to build an inclusive and democratic school culture. The research considered emergent themes, looking for congruence with the literature. Various common practices emerged. Practical actions to build self-esteem and supportive relationships are illustrated, including the need to fulfil nutritional and other material needs. The principals also gave examples of the need to challenge discriminatory ideas and habits while recognising why some teachers find change difficult. The article discusses leadership styles within specific contexts, the need to understand the feelings of local communities, and above all the importance of using conflict as a learning opportunity.
Marcus Syring and colleagues at the Ludwig-Maximilians-University, Munich (Germany) consider the challenges of interculturalism for school development in a context of increasing migration. Their article is based on detailed discussions with groups of experts in order to fill gaps in the research. Practical implications for school organisation, pedagogy and professional development are articulated, as well as future research needs. The article draws on general as well as specific models of school development, as well as the theoretical foundations of intercultural education.