Professional Documents
Culture Documents
MAKING IT HAPPEN
Mel Ainscow
University of Cambridge
Institute of Education
Keynote address presented at the
International Special Education Congress,
Birmingham, England, April 1995
2
congress held in Cardiff it is possible for us to
Jomtien, Thailand.
3
During those five years since the Cardiff and
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within a system of schooling that remains
5
organisations in June 1994 (UNESCO, 1994).
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towards a much richer overall environment
for learning. However, advancing towards the
implementation of this orientation is far from
easy and, as a result, evidence of progress in
this respect is limited in most countries.
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learning. Sadly, for too many pupils their
attendance at school is a largely unsatisfying
experience, leaving them despondent about
their own capabilities and disillusioned about
the place of education in their lives (Glasser,
1990; Smith and Tomlinson, 1989).
8
Underlying my engagement with these
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concluding section of the paper, to offer
community.
Teacher development
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research that has been carried out with
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effectiveness but rather with finding ways of
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that are powerful at both the pre- and in-
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of course, is rarely the key factor. Much more
be important:
reflection.
14
In encouraging teachers to explore ways in
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experiences that illustrate and stimulate a
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to consider life in the classroom through the
in school.
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have made a tactical error in placing too
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needs field distracts attention from other
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particular I am referring to a range of
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attitude, depending upon a recognition that
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through the development of 'child-to-child'
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the feedback provided by the pupils as the
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same time, help to personalise the experience
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adjustments, as teachers refine their existing
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audience, the class. In a more positive sense,
practice.
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experimentation in the classroom in forms
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may be asked to select a forthcoming unit of
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observing one another more systematically in
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upon what Gitlin (1990) calls...'dialogues'.
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teachers are stimulated to engage in forms of
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particularly important in the special needs
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existing arrangements. Implicit in this
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opportunities for developments in practice
are ignored.
34
excluded from schools. This overemphasis on
35
dimensions (Skrtic, 1991). In particular it is
36
realities that can either limit or expand the
within education.
37
influenced by perceptions of socioeconomic
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Teaching strategies are neither devised nor
39
in need of fixing, or, at worse, as deficient and
beyond fixing.
40
families towards the process of schooling.
41
despite moves towards integration of children
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group work, can help in creating more
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professionals in order to overcome the
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helping teachers to respond to educational
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to experiment with aspects of their practice in
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to be supplemented by confrontations with
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more reflective stance to their practice in
development.
48
School development
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organised to support such efforts. I will
structural standpoint.
50
the concept of culture is rather difficult to
51
those within an institution to make sense of
52
be possible to gain an understanding of the
53
organisation, i.e. "an organisation that is
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teachers perceive pupils in their classes
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arrangements. Indeed they may be seen as
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development that might otherwise pass
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predetermined tasks, are in trouble when
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a school that is effective for all pupils in the
community.
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have carried out with colleagues in
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with change (Fullan, 1991). In this respect they
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parts of schools) at the development extreme
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Attempting to move practice forward also
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of new ideas. It is interesting to note that
of practice?
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From our experience of a range of schools
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support the creation of a climate of risk-
These are:
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decisions
Co-ordination strategies
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within which teachers will be prepared to
educational difficulties.
68
than 'transactional' approaches, which sustain
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functions can be spread throughout the staff
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the 'incorporative approach' noted by
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that encourage participation.
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encourages the creation of common
empowerment.
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to as 'loosely-coupled systems'. This loose-
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see in moving schools are various forms of
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the degree to which the teachers in it are
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to improvise in a search for the most
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momentum and are better placed to monitor
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emphasis on the creation of teacher
happen in practice.
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end, therefore, schools need also to have a
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whilst not ignoring the learning of individuals.
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attending a workshop is insufficient. Our
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workplace without, in most cases, drastic
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can be helped to move towards ways of
specialists?
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established in organisations where they, are
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confidence and empowerment, and an
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difficulties in their learning. In so doing, it
the school.
87
be possible:
status quo.
arrangements.
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Development roles - where we respond to
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respect to which of these roles might be most
role.
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connections between the tasks of teacher
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career in the narrow world of special
another's development.
Acknowledgements
92
I would like to thank my colleagues Maggie
this paper.
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93
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