Research Aim

This research has examined representations of the language of inclusion in the following contexts:

• Selected Scottish educational policy
• Selected media and professional association discourse
• Focus groups with Headteachers

The research’s aim has been to study and contrast these representations and consider how they impact on headteachers’ experience of the leadership of equity within Scottish secondary schools.

Consideration has been given as to how language impacts attitude and understanding, and caution is introduced when considering voice and power within these representations.

Theoretical Framework and Methods

This research has used Critical Discourse Analysis to analyse the use of language. Bacchi’s (2009) What is the Problem Represented to Be? method has been used to consider the aims of the selected policies and any missing voices or interpretations.

The study has also drawn on empirical data from focus group discussions with headteachers from a case study local authority to consider how the representations of inclusion feature within their school contexts, and specifically the impact on the leadership of equity.

Findings

The findings have been used to consider how the varying representations impact on the creation of a shared narrative about inclusion – if such a narrative is possible.

From this research, conclusions demonstrate how representations of language about inclusion impact on our collective viewing and understanding of inclusion, and how headteachers experience leading equity within that framing. Limitations of the study have been identified with proposals for further research offered. Recommendations have been proposed for the leadership of equity.

Relevance to conference theme and specific strand

This research is rooted in inclusion and social justice, and specifically addresses how our use of language impacts on the leadership of equity within Scottish secondary schools. It aligns to the strand of reconciling tensions for a new social contract in education.

Research Aim

This presentation will outline the findings of a recent dual case study (Larkin, 2024). This study suggests that cultural, policy and physical spaces continue to reflect the religious, cultural and educational interests of the majority ‘white, Irish’ student population; a situation that marginalises this vulnerable group.

Theoretical Framework and Methods

Qualitative data based on documentary analysis, a semi-structured walkthrough, photo elicitation and semi-structured interviews was interpreted using Gramscian and Bourdieusian conceptual frameworks to explore how students for whom EAL were construed and included and/or marginalised. Choosing two contrasting socio-economic school settings allowed a comparative exploitation that brought into greater relief how these students’ cultural identities were constructed in each setting and how policy and practice developed in each.

Findings

Findings suggest that the origin and circumstances of immigration and social class seemed to be a significant factor in how these learners were construed by their teachers. Moreover, school and teacher autonomy played a significant role in responses and innovations designed to respond to post-primary learners for whom EAL. Educators who may be in similar contexts may find relatable features from this study to their own settings. From a methodological perspective, researchers may find some of the theoretical underpinnings and data collection methods utilised beneficial to future research projects. Research pertaining to students for whom EAL is an under-explored educational space.

Relevance to the Conference Theme

In addition to challenging current discourses from a neo-liberal perspective, this paper aligns with the ISATT’s conference strand “Reconciling tensions for a new social contract in education” by looking at innovative ways of exploring the ever changing topography of Irish schools. This study innovates by incorporating visual methods within a qualitative approach to critically investigate how students learning EAL are construed and included within under-explored policy, cultural and physical spaces in secondary schools.

In this study we understand that the educators’ work is marked by a contradictory context, with challenges and precariousness, we believe in the possibility of dialogical practices to transform such reality. The research main question is “how is the dialogical practice of educators built up and what are its organizing principles?” Our main objective is to reveal, from the basic education educators’ dialogical practices how they are constituted and organized to understand them as a way of overcoming practices guided by technical rationality. The communicative methodology (Gómez et al., 2006) was employed using a questionnaire to collect data from 71 educators from the state and municipal education networks, and a communicative discussion group developed with seven educators from basic education. The dialogue and the dialogical practice were supported by Freire (1996; 2015) and Aubert et al. (2018). The discussion on the educators’ work and its contradictory context was based on the ideas put forward by Placco, Almeida and Souza (2015), Pinto (2011), Franco (2016) and Domingues (2014). The results evidenced that the dialogical practice is built up from the initial and continuous education and from the lived and observed professional experience. The elements guiding their practice include the understanding of the educators’ role, the reality, the strategies when facing external determinants, and the dialogue and dialogical practice. The organizing principles comprise knowledge, dialogue, and the educators’ qualities or virtues. Despite the existence of a contradictory context that requires immediatist and bureaucratic practices based on technical rationality, the educators create work strategies based on dialogicity and, therefore, provoke movements to transform the reality and produce dialogical practices.

This study focuses on the Leadership of Modern Foreign Language (MFL) learning in Scottish schools, aiming to elucidate challenges that education leaders must overcome to tackle the declining numbers of pupils motivated to study languages, despite the many benefits linked to second language acquisition (SLA). Using an interpretivist lens, the Thematic Literature Review focuses on three areas of concern: the devaluing of languages, competing priorities and the issue of competence and confidence in fulfilling the expectations set out by Scotland’s 1+2 MFL policy. Further, it explores the benefits of Technology Enhanced Language Learning (TELL) presented as a vehicle for education leaders to support improvements in MFL education. The study draws on empirical data from an online focus group discussion that sought six senior leaders’ perceptions of integrating TELL to increase learner engagement and motivation in the MFL classroom. The discussion was then analysed using Reflective Thematic Analysis (RTA), combined with the most pertinent points raised by the thematic literature review (TLR). The findings and conclusion respond to the research questions, providing implications and recommendations for the leadership of languages as a valued curricular area in the holistic education of Scottish young people. Limitations of the study are also identified, proposing further empirical studies including seeking learners’ views of TELL. This study aligns with conference theme, Addressing social justice by leveraging technology and innovative approaches as adopting TELL to support MFL pedagogy, must also embody social justice leadership, to tackle potential inequalities in an already complex, contradictory educational landscape, which promotes, yet warns of the dangers and ethical concerns within a progressive digitalised education system. The study calls for innovative ways for teachers, school leaders and policymakers to ensure equal, inclusive access to technology across all local authorities.