The Index for Inclusion; - PH Ludwigsburg...Putting inclusion into action The Index for Inclusion;...
Transcript of The Index for Inclusion; - PH Ludwigsburg...Putting inclusion into action The Index for Inclusion;...
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Putting inclusion into action The Index for Inclusion;
developing learning and participation in schools
Stuttgart 20th October 2012
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participation
community
respect for diversity
equality
sustainability
rights
honesty
trust
love
courage
beauty
joy
compassion
hope
non-violence
A framework of inclusive values
reason/ wisdom
Values for inclusion and sustainability?
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Eros and
Thanatos
Drives for
life and death
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participation
community
respect for diversity
equality
sustainability
rights
honesty
trust
love
courage
beauty
joy
compassion
hope
non-violence
A framework of excluding values
family
consumption
hierarchy opportunity
image
monoculture
exploitation
self-interest
authority
reward/ punishment
efficiency
surveillance
selection/ competition
compliance
determinism
Reason/ wisdom Power
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participation
community
respect for diversity
equality
sustainability
rights
honesty
trust
love
courage
beauty
joy
compassion
hope non-violence
A framework of inclusive values
reason/ wisdom
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Alliances for inclusive educational development
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Some indicators for environmental sustainability
• The school encourages understanding of the connections between people around the world.
• The school and local communities develop each other.
• The school encourages respect for the integrity of planet earth.
• The school reduces its carbon footprint and use of water.
• The school contributes to the reduction of waste.
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Other new indicators
• Adults and children are responsive to a variety of ways of being
a gender.
• The school promotes non-violent interactions and resolutions to
disputes.
• The school encourages respect for all human rights
• The school encourages respect for the integrity of planet earth.
• The school has a participatory development process.
• The school has an inclusive approach to leadership.
• Children are encouraged to be confident critical thinkers.
• When homework is set it contributes to every child’s learning.
• The school is a model of democratic participation.
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The school is a model of democratic citizenship
• Does everyone learn to get on well and to be good citizens by being at the school?
• Do children learn to be active citizens from each other as well as adults?
• Is the active participation of children and adults evident in classrooms, staffrooms, the school grounds, before and after school, in displays and school events?
• Do children and adults share meanings of democracy?
• Do all children engage in jobs which contribute to the development of the school?
• …….
• …….
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values
principles prin
ciples
imperatives
curricula for all - cheese cake
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Curricula for all
• Food cycles
• Water
• Clothing and body decoration
• Housing/built environment
• Mobility/transport
• Health/relationships
• The earth, solar system, universe
• Life on earth
• Energy sources
• Communication/communication technology
• Literature/arts/music
• Work/activity
• Ethics, power and government
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Where is mathematics?
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Children learn about clothing and the decoration of the body
• Linking locally and globally
• Clothing cycle
• Production
• Fashion and marketing
• Clothing choice
• Jewellery and body decoration
• Maintaining clothes
• Recycling and disposing of clothes
• Clothing and body decoration ethics
• Linking past, present and future
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Children consider how and why people
move around their locality and the world
• Linking locally and globally
• Attachment to place
• Why people move
• Modes of transport and forms of propulsion
• Transport and the environment
• Navigation and maps
• Controlling movement
• Movement and ethics
• Linking past, present and future
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Are all new staff formally welcomed by representatives of the children?
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Do staff consider under under what circumstances homework contributes to, or detracts from, learning?
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Do meetings with parents share knowledge about children rather
than only convey knowledge from staff to parents?
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Do adults and children consider who owns and who claims to own air and water?
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