Exploring inclusive education (IE): a critical race ethnographic (CRE) study of a satellite group - father to father (F2F)

Abstract

Inclusive Education (IE) has caught the attention of policymakers and researchers and has been embraced globally, working against exclusion and marginalisation (UNESCO, 2019). However, despite numerous studies, interventions, and policies addressing the issue of IE, more progress still needs to be made, and the problems still need to be solved (Nilholm, 2020).

This study focuses on IE and the challenges that impact teaching and learning in present times. Due to various intersectional participants such as gender, race, racism, ability/disability, immigration, class, and religion, young individuals between the ages of 10-18 may have missed out on opportunities or been excluded from mainstream education. This can result in negative behavioural and psychological consequences such as antisocial behaviour and mental illness, like depression, suicide attempts, stress, and poor academic performance.

The purpose of this study was to thoroughly examine the perspectives, experiences, and practices of a satellite group (F2F) regarding inclusive practices. A qualitative approach was therefore employed in this research to find in-depth information on the IE phenomenon concerning their perspectives and practices. The Critical Race Ethnography (CRE) approach was adopted to study the F2F group on Inclusive Education (IE).

Through the participants' stories and lived experiences, the study highlighted inequalities and non-inclusive practices. This highlights the need for further examination and action towards creating a fair and inclusive society. The study also revealed that F2F is action-driven, executing over 23 initiatives to promote IE.

The study identified several vital issues that have led to discrimination and exclusion as a result of gender, race, culture, poverty, religion, Covid-19, and minoritised language. In addition, racism and intersectional participants have prevented young individuals from being comfortable in learning environments, thereby widening the achievement gap and increasing the lack of representation in crucial, visible spaces. In addition, issues such as the disproportionate exclusion and underachievement of black boys, overrepresentation of men in mental health institutions, curriculum diversity/inclusive curriculum, differentiation, discrimination, and accessibility emphasise the need for inclusion and a sense of belonging to be fostered at the educational level. The study has also identified intersectional factors closely linked to social justice and equality issues that have affected individuals differently, denying them all-inclusive education and causing young people to be excluded based on these intersectional identities, thus reinforcing oppression, injustice, and inequality.

Date of Award	2024
Original language	English
Awarding Institution	Canterbury Christ Church University