Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities
AffiliationUniversity of Derby
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AbstractThis paper focusses on emancipatory careers coaching for social justice and proposes a practical tool for use with school leaders who are working to improve the inclusiveness of their schools. It draws on a study of 75 school leaders working on a programme of peer review in a city in England. The programme was named the Special Educational Needs and Disability (SEND) Peer Challenge Programme and through it, participants worked collaboratively to evaluate and improve the quality of inclusive practice in the City’s mainstream (ordinary) schools. The study used inductive qualitative content analysis (QCA) to form a coding agenda which was then applied to a deductive analysis of 24 SEND Peer Challenge school reports. These reports were collaboratively produced by leaders engaged in the SEND Peer Challenge Programme to summarise the outcomes of the process. Following final QCA reduction, the research identified six value constructs that were live and relevant for school leaders in the City related to collectivism, collaboration and mutuality. These value constructs are also live in the field of inclusive education more widely. Drawing on the six value constructs, we propose practical strategies for emancipatory careers coaching. These strategies can be applied by individuals who provide careers coaching for school leaders engaged in the process of school improvement for SEND and inclusion.
CitationRobinson, D., Codina, G., Hanson, J., Dimitrellou, E and Qureshi, S. (2020). 'Careers coaching for social justice: the case of school leadership and inclusive education for children and young people with special educational needs and disabilities'. Derby: University of Derby.
PublisherUniversity of Derby
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