Dear all,
Thank you, Alan, for your thought-provoking starters for inclusional
awareness. I hope I am coming closer to understanding what you are
saying. Clearly a lot of educational (and other) research has assumed
that people can be artificially separated from the influences on them
and that findings in one context can be generalised unproblematically to
other contexts, at other times. One of the strengths of action research
is that it happens in the real world. Contexts are seen as important and
so is the passing of time, although I'm not sure how action research
comprehends the pool of receptive space that Alan describes.
Other questions still bug me. Within the logic of inclusion, how can we
assess student assignments in a way that is understood as more
impartial? And how can research be more valid?
Maybe answers to these questions will provoke more understanding -
anyone?
Best wishes,
Tim
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