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Abstract

Raffo and Gunter (20087) argue that there is insufficient research which has "systematically examined, categorised and synthesised the types of leadership in schools that might assist social inclusion" (p. 397). In this paper I argue that Wenger's concept of a "community of practice", when applied to the parent-teacher relationship, provides a framework for future qualitative research agendas which explore "how social inclusion/exclusion can be defined in terms of access, recognition and meaningful participation issues ('equity')" (Raffo and Gunter, p.397).

Keywords

Social Inclusion, the "Community of Practice", Partnership, Participation, Parents and Teachers, and Special Education Needs

Publication Date

1-1-2010

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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