Education and the Working Class: Is There Hope for an Inclusive Approach?, by Sigamoney Manicka Naicker

The Elementary School Journal Volume 83, Number 2 ? 1982 by The University of Chicago. All rights reserved. 001 3-5984183/8302-0009$01o.00 Teachers approach their instructional tasks with a variety of perspectives and strategies that emphasize certain aspects of teaching and deemphasize others. For example, some teachers teach language skills using organized games, while other teachers teach the same skills by direct instruction. Teachers adopt different approaches to the same subject matter partly because their teaching situations differ. Their students may have different learning problems or their classrooms may have varied resources and facilities. Even in the

Excellence in education without equity risks leading to large economic and social disparities; equity in education at the expense of quality is a meaningless aspiration. The most advanced education systems now set ambitious goals for all students, focusing on both excellence and equity. They also equip their teachers with the pedagogic skills that have been proven effective and with enough autonomy so that teachers can use their own creativity in determining the content and instruction they provide to their individual students. The fourth International Summit on the Teaching Profession brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA (the OECD Programme for International Student Assessment ). Their aim was to discuss equity, excellence and inclusiveness in education by exploring three questions: • How are high-quality teachers developed, and how do schools with the greatest need attract and retain them? • How can equity be ensured in increasingly devolved education systems? and • What kinds of learning environments address the needs of all students? To underpin the discussions, this publication identifies some of the steps policy makers can take to build school systems that are both equitable and excellent. The analysis is complemented with examples that illustrate proven or promising practices in specific countries.

The present study investigates the crucial intersection between value-based education and the psychological well-being of students and teachers also in contemporary educational contexts. The primary aim of the study is to explore how embedding moral and ethical values within the education system can foster holistic development, enhance emotional resilience, and promote well-being among learners. Drawing on the foundational philosophy of integrating emotional, moral, and spiritual development alongside cognitive growth, the study underscores the urgency of reorienting education towards nurturing the "heart" as much as the "mind". The methodology adopted for this conceptual study is qualitative and analytical in nature. It relies on secondary data derived from theoretical literature, policy documents, educational frameworks, and prior empirical studies on psychological well-being and value-based education. A thematic analysis approach is employed to interpret and synthesize diverse sources, enabling the researcher to identify key patterns, concepts, and recommendations relevant to the integration of values into educational practices. The study finds that value-based education significantly contributes to students’ psychological well-being by fostering empathy, self-regulation, integrity, and a sense of purpose. It also emphasizes the development of positive character traits, emotional intelligence, and a moral compass that guide students in making ethical decisions, managing stress, and establishing healthy interpersonal relationships. The findings affirm that a curriculum infused with values enhances students' self-awareness, motivation, and mental stability, particularly in the face of growing emotional and psychological challenges among youth. Moreover, the study recognizes the role of educators as facilitators of value-based learning. It stresses the importance of teacher training and school culture in cultivating a value-oriented learning environment. Schools that model respect, compassion, and democratic practices tend to produce emotionally secure and socially responsible individuals. The research also highlights the importance of aligning educational policies with holistic development frameworks, such as those proposed by UNESCO and the National Education Policy (NEP) 2020. The study concludes with several key recommendations. Firstly, it advocates for the systematic inclusion of value education across all stages of schooling, not as an add-on but as an integrated component of all subjects and co-curricular activities. Secondly, teacher education programs should be restructured to include emotional literacy and ethical sensitivity as core competencies. Thirdly, assessment systems should evolve to measure socio-emotional growth alongside academic achievement. Finally, policy makers, educators, and stakeholders must collaborate to build an education system that is compassionate, inclusive, and grounded in universal human values. In summary, the study makes a compelling case for reshaping education to address not only the intellectual but also the emotional and moral dimensions of learners, thereby laying the foundation for a more just, empathetic, and psychologically resilient society.

In many countries, schools and classrooms are becoming increasingly diverse along a variety of dimensions, including migration; ethnic groups, national minorities and Indigenous peoples; gender; gender identity and sexual orientation; special education needs; and giftedness. To navigate this diversity, adopting a multidimensional and intersectional lens could help education systems promote equity and inclusion in education and foster the well-being and learning of all students. Such an approach could also support education systems in preparing all individuals so that they can engage with others in increasingly complex and diverse societies. To build equitable and inclusive education systems, analysing policy issues regarding governance arrangements, resourcing schemes, capacity building, school-level interventions, and monitoring and evaluation is key. The Strength through Diversity: Education for Inclusive Societies project seeks to help governments and education systems address diversity to achieve more equitable and inclusive education systems. This paper presents the project’s theoretical and analytical framework.

Inclusive education has featured strongly in the South African education landscape since it was first incorporated into policy in 2001. Although parents are key stakeholders in the successful implementation of inclusive education, there has not been much research exploring parents’ understanding within this space. Therefore, this study aimed to explore parents’ understanding of inclusion and exclusion in education from seven primary schools in the Johannesburg area. This paper is based on the qualitative data drawn from a larger mixed methods study where 559 written responses exploring parents of primary school learners’ understanding were analysed and 13 semi-structured interviews were conducted. Thematic analysis was used to analyse the results. Four core themes were identified, namely, inclusion/ exclusion criteria, levels of inclusion and exclusion, effects of exclusion and the effects of inclusion. Sub-themes of interpersonal and extra-personal characteristics emerged for the theme of inclusion/exclusion criteria, while further analysis of levels of inclusion/exclusion resulted in the sub-themes of formal and epistemological access. It was clear that parents’ understanding of inclusion and exclusion was grounded more in the practices of inclusion/exclusion as opposed to a more abstract, theoretical understanding. These results are discussed within the context of the SASA and Education White Paper 6 policy within South Africa, as well as literature around the types of educational access.

This chapter investigates the importance of social variety in institutional frameworks, notably in higher education, in response to the urgent societal concerns of the twenty-first century. The goal is to foster an educational environment that values, respects, and includes all students, regardless of gender, race, or socioeconomic status. The main goal is to foster an environment in which students feel both academically engaged and empowered to reach their greatest potential. This involves an equitable and inclusive teaching strategy that recognizes student's different experiences, needs, and objectives, as well as collaborative efforts from all educational partners. The goal of this research is to investigate and propose solutions to improve equity in higher education, with the ultimate goal of creating educational settings that accommodate students; with different needs. The objectives include identifying critical areas for change in present educational practices, investigating the influence of inclusive teaching methods on student success, and recommending concrete ways for institutions to implement them. The methodology used in this study is a thorough evaluation of the existing literature on diversity, equity, and inclusion in higher education. It also includes case studies and examples of how inclusive approaches have been successfully implemented in diverse educational contexts. The theoretical framework is based on social justice theories, emphasizing the significance of providing equal opportunity for all individuals in the educational system. To achieve inclusion and equity, a comprehensive approach is advocated. Strategies such as accessibility and equity initiatives, flexible and adaptable teaching methods, active student engagement, inclusive communication, diverse representation in faculty and staff, diversity training programs, fair assessment practices, and transparent admissions policies are critical. Furthermore, financial support mechanisms, mentorship and tutoring programs, diversity-sensitive orientation campaigns, and the creation of inclusive courses and programs all help to build an equal educational environment. Faculty training has been acknowledged as a critical component in ensuring that educators have the skills and understanding required to effectively implement inclusive teaching techniques. Emotional support services and accessible physical infrastructure are also critical components in meeting the different needs of students. Finally, this study calls for a comprehensive and collaborative strategy to create equitable educational settings in higher education. By implementing the recommended measures, institutions can demonstrate their commitment to promoting diversity, fairness, and social justice, thereby helping students prepare for the challenges and opportunities of the 21st century.

In this article I look at how education thought and practice can act as a barrier inclusion in early childhood education for children with disabilities and their families. I suggest that changes in thought and practice are necessary if early childhood education is progress inclusion for all children and families. Inclusion in education is about identifying and removing barriers that get in way of a child's full acceptance, participation, and learning, so that all children receive high-quality, inclusive early educational experiences (Ballard, 1999a; Booth & Ainscow, 2002). In this article I examine issue of how early childhood education includes or excludes disabled children. I suggest that one of most significant barriers that disabled children and their families face in accessing early childhood education involves belief system of education. In relatively recent times early childhood education in Aotearoa New Zealand has determined that it has a commitment all children. This is evident in Te Whariki, which promotes inclusiveness and aspirations for all children to grow up as competent and confident learners and communicators, healthy in mind, body, and spirit, secure in their sense of belonging and in knowledge that they make a valued contribution society (Ministry of Education, 1996b, p. 9), and in government policy, which supports all children's and their families' rights an early childhood education that is non-discriminatory and inclusive (Minister for Disability Issues, 2001; Ministry of Education, 1996a, 1998; New Zealand Government, 1993, 1998). The belief system of education, however, reinforces idea that disabled children are special; they are different, and therefore require different treatment. Special education has been part of education in New Zealand and elsewhere for a considerable period of time and has been provided either as separate treatment within mainstream education or in segregated centres and schools. It is typically accepted as a normal and appropriate approach issues of disability. I suggest belief system and language of education are barriers disabled children's inclusion in early childhood education. Constructing children as In many settings children with disabilities are typically constructed as children, having special educational and therefore in need of a education. However, literature and research on inclusive education and disability highlights that language of needs may act as a powerful barrier development of inclusion in education (Barton, 1997; Booth & Ainscow, 2002; Corbett, 1996). This is because labelling children as having needs communicates and reinforces particular beliefs about nature of disability as a function of individual impairment. What is evident is that this language maintains idea that there are kinds of student and two kinds of education, one and other typical, ordinary, not 'special' (Ballard, 1999a, p. 167). Special is a term that constructs disabled child as different, as the other, as having significantly different curriculum and teaching needs, and as belonging elsewhere (MacArthur, Dight, & Purdue, 2000; MacArthur, Purdue, & Ballard, 2003). Removing language of needs from centres is not an easy task because this vocabulary is firmly embedded in legislative and policy framework of mainstream early childhood education (Ministry of Education, 1996a, b, c, 1998, 2005; New Zealand Government, 1993, 1998). The language of needs is part of daily discourse in many early childhood settings and influences a variety of practices. Oliver (1988) states that: ... definition of educational need which still dominates today is one that sees it as an individual problem. …

In most areas there is inequality in relation to equity, however the work of the different Higher Education Institutions to eradicate the situations caused by inequality is remarkable, giving rise to inclusion in all environments and showing the educational quality in each of its educational programs. This document shows the personal reflections of the author on the issue of educational quality to produce inclusion and equity in education, in favor of compliance with the indicators to maintain the accreditations of academic programs.

This chapter analyses the fundamental role that monitoring and evaluation can play in ensuring the continuous improvement and the effectiveness of policies targeted at addressing diversity in education and improving equity and inclusion in education systems. Specifically, this chapter focuses on monitoring equity and inclusion in education, evaluating policies and practices to address diversity, and promoting equity and inclusion at the system, local and school levels. The chapter concludes by proposing policy pointers for approaches to monitoring and evaluation that promote equity and inclusion in education.

What Does Globalization Mean for Educational Change? A Comparative Approach

Inclusive education has become a new global agenda in educational reform since Salamanca Statement in 1994. However, inclusion in education cannot be realized unless inclusive education teachers enable them to implement inclusive teaching strategies to meet all students’ diverse needs. This study aims to analyze the pupil perspectives of inclusive teaching strategies in Chinese regular primary schools by designing a questionnaire. The questionnaire is developed and validated with satisfactory reliability and validity to collect quantitative data from the 730 students of three regular primary schools in Shenzhen City, one of the largest cities in China. The literature has summarized three dimensions regarding inclusive teaching strategies: ‘values and attitudes,’ ‘management and environment,’ and ‘teaching and instruction’. The results show that these regular primary schools have inclusive values, and students have positive attitudes toward inclusive teaching strategies. Students think that sample schools have inclusive school management and environment concerning inclusive teaching strategies, and some inclusive teaching strategies are used, but others are not so often used in their classrooms. The findings are discussed, and implications for policy and research are presented.

Technologies play an important role in the educational system. Being a working partner in education, they collaborate in the appropriation of knowledge, considering that knowledge is unfinished and there is always something new to learn. It is known that ensuring access to knowledge is the role of the school, which should democratize the existing cultural heritage. In view of this, the school, through digital inclusion, can empower more critical citizens, thinking and prepared to face the social challenges of life. In this way, digital inclusion brings great benefits in the aspect of the education and learning system. In this context, this article aims to answer: What is the importance of digital inclusion in education? The aim of the research is to reflect on the importance of digital inclusion in the educational system. Having as bibliographic methodology, based on different authors, who deal with the theme studied. The results showed that too much information supply can cause non-systematized knowledge, and the school is responsible for the systematization of this knowledge. Therefore, education and technologies need to go together for the expansion and organization of knowledge. It was also concluded that in the information age it is essential to use information technologies in the construction of knowledge, to meet the current needs of students, in the midst of technological advances. Being of fundamental importance the inclusion of technologies in education for a meaningful learning and narrowing of information among students, for the increase of skills and social development.

The importance of resilience in young children is paramount as it helps them adjust to their life difficulties. Whilst extensive empirical studies have focused on students and adults’ resilience, there has been relatively little attention to the development of children’s resilience during their early years. Although the concept of resilience and most of the protective and risk factors have primarily been investigated in Western literature, little is known about the understanding of resilience in non-Western cultures. Ungar (2008, 2012) has constantly emphasised the important influence of cultures and contexts on resilience research. There has also been a lack of knowledge surrounding the concept of developing resilience in theory and practice in Taiwan. This study sought to narrow these gaps in the knowledge of resilience. This study focuses on the power of storytelling as an effective preschool pedagogy in order to facilitate the development of children’s resilience. The purpose of this narrative study is to explore preschoolers’ lived experience of resilience in the public preschools in Taiwan, through the engagement of teachers’ storytelling in relation to resilience-orientated stories. In order to fully understand these lived experiences, this study uses Bronfenbrenner’s Ecological Systems Theory as a theoretical framework to analyse the potentially reflexive influence of social and contextual elements on individual preschoolers’ experiences of developing resilience. This study was undertaken in a narrative approach as a methodology to capture preschoolers’ lived experiences in relation to resilience. There were five preschoolers selected from three public preschools in Taiwan. Two analytical frameworks were adopted to analyse the multiple methods of data collection that included classroom observations; children, teachers and parents’ interviews; children’s documents; and my own research field notes. Firstly, to explore preschoolers’ narratives of resilience, the analytical framework was developed from Riessman’s dialogical/performance narrative analysis (2008). Secondly, to explore influential elements and the children’s interactions with these on the development of their resilience in the five ecological systems, Bronfenbrenner’s Ecological Systems Theory provided a theoretically thematic framework. The findings of this study were presented in accordance with these two analytical frameworks. In children’s narratives of resilience, there were four themes identified: 1. The process of children’s resonance with, and teachers’ storytelling in relation to, the resilience-orientated story as the premise of promoting children’s resilience. 2. A collaborative narrative as a resilience facilitator. 3. The complementary relationship between children’s resilience and emergent identities shaped by the daily interactions with some unique social and cultural elements in the Taiwanese context. 4. Multimodality of preschoolers’ narratives as a means of obtaining insight into children’s lived experiences of resilience. The findings surrounding sources of resilience provided insights into the understandings of an emerging construct of resilience, and of influential elements and their interactions with individual children on their resilience in the Taiwanese social and cultural context. These influential elements and interactions encompass the values of extended families as an element of a cultural heritage, cram schools playing a unique educational culture, and multiple religious traditions as the Taiwanese way of practicing their folk beliefs and religions. This study also contributes to the resilience literature from the Taiwanese social and cultural perspective, and also demonstrates the limitation of Bronfenbrenner’s Ecological Systems Theory in understanding the importance of cultural influences on an individual’s development of resilience. Findings recommend and reinforce the effective use of storytelling pedagogy for professional practice in early childhood education for promoting the development of children’s resilience in the early years. The findings also provide evidence to education policy makers in Taiwan by minimizing the influence of uncertain education reform on children’s resilience, and by recognizing and prioritizing the importance of children’s resilience development in early childhood education.

Objective: The objective of this study is to investigate transculturality, educational inclusion, neurodidactics, teacher training and sustainability in the context of modern education. Theoretical Framework: This article presents the main concepts and theories that support research on transculturality, inclusion and neuropedagogy. Method: Using a non-experimental, descriptive, explanatory and correlational design, 653 individuals were surveyed, including 132 practicing teachers and 521 university students of Primary Education. A validated Likert-type questionnaire was used to assess perceptions and attitudes towards these dimensions. Exploratory factor analysis and correlation tests revealed strong interrelations between the dimensions studied. A regression analysis identified neurodidactics as the most significant predictor of teacher training, followed by educational inclusion, sustainability and transculturality. Results and Discussion: The results suggest the need for a holistic approach to teacher training that integrates these key aspects. The design of a sustainable neurodidactic model of teacher training that incorporates transculturality and educational inclusion is proposed. This model would involve a curriculum based on neuroscience, the development of intercultural competences, inclusive pedagogical strategies, principles of sustainability, reflective practice, experiential learning and continuous professional development. Research Implications: The implementation of this model would require collaboration between educational institutions, policy makers and educators, as well as mechanisms for evaluation and continuous improvement. Originality/Value: The relevance and value of this research are evident in that it can change the vision on transculturalism and teaching practice.

Closing the Implementation Gap