Using collaborative inquiry to foster equity within school systems: opportunities and barriers1

被引:53
作者
Ainscow, Mel [1 ]
Dyson, Alan [1 ]
Goldrick, Sue [1 ]
West, Mel [1 ]
机构
[1] Univ Manchester, Ctr Equ Educ, Manchester, Lancs, England
关键词
equity; school improvement; collaborative inquiry; education marketplace; IMPROVEMENT;
D O I
10.1080/09243453.2014.939591
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Drawing on experiences in England over many years, this paper explores the authors' efforts to use collaborative inquiry in order to foster greater equity within schools. All of this is set within national policy contexts that emphasise increased school autonomy, competition, and accountability as central improvement strategies. It is argued that whilst such contexts create worrying challenges in relation to equity, they also open up new opportunities for moving forward. The paper concludes that national policies have to foster greater flexibility at the local level, so that practitioners have the space to analyse their particular circumstances and determine priorities accordingly.
引用
收藏
页码:7 / 23
页数:17
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