Anyone who has looked at my website might well wonder where I have been … well, I am back from the wilderness … so watch out for new posts, new quotes, and new perspectives on life.
It’s all happening soon.
Successful learning requires human relations between educators and learners that are freely chosen, based on trust and mutual respect, in which learners feel safe, supported and then challenged, so that they become better at learning. So learning about citizenship is not simply a matter of pursuing a course of study. It is an experience and a practice that changes our identities; we become citizens when we are treated and valued as citizens.
Coffield, F. & Williamson, B. (2011). From Exam Factories to Communities of Discovery: The democratic route, University of London, Institute of Education.
Some mistakenly assume that, because the task of person-centred facilitators is to create an environment in which persons can empower themselves, the facilitators’ actual participation in the relationship is minimal. Nothing could be further from the truth.
Facing this stuff in real life is not like school. In school, if you make a mistake you can just try again tomorrow, but out there, when you’re a second away from being murdered or watching a friend die right before your eyes … you don’t know what it’s like …
J.K. Rowling (2007) Harry Potter and the Order of the Phoenix (film).
Inclusive schooling is concerned with the educational experiences and outcomes for all children. Since present forms of schooling routinely deny human rights and exclude students on the basis of race, ethnicity, gender, disability, sexuality and class, inclusive education is a project of educational reconceptualization and radical reconstruction.
Slee, R. (2001). Social justice and the changing directions in educational research: the case of inclusive education. International Journal of Inclusive Education 5, 167-177. (page 174)