Inclusive Practice Needs a Shift in Paradigm
What is inclusive practice? Well, the answer is simply complicated! To become truly inclusive and change our practice as educators (in whatever capacity you may find yourself: home educating parent, any kind of parent or caregiver, teacher, yoga instructor, etc.), there has to be a paradigm shift. In order for there to be a paradigm shift, there has to be a fundamental and honest stocktake of where we sit in the present moment. In other words, we need to examine our present mindset in order to shift any parts that need shifting. One cannot change what one does not acknowledge.
This work is sometimes referred to, in esoteric terms, as “shadow work”. It’s not necessarily difficult but can be unpalatable and somewhat disturbing when we confront behaviours and beliefs that are contradictory to what we know to be true. However, in order to identify such behaviours and beliefs, it is necessary to create a definition of what “inclusive practice” is. You will find a whole plethora of definitions littering the internet: peer reviewed studies and state funded education propaganda. This is not a scholastic paper and, therefore, I have the licence to create my own definition from the hundreds of hours of study I have done, and the “classroom” experience I have had in my lifetime. Inclusive practice, by my definition, is how one thinks and behaves to meet the needs of any one individual, without prejudice or imposition of self. There are two basic needs ALL individuals have: physical and emotional security, and connection. If either of these needs are not met at any level, inclusion (or learning) is not going to happen. Physical and emotional security includes all of Maslow’s Hierarchy of Needs. This, however, is not where the inclusion story ends; it is in connection that the real magic dwells.
From https://www.simplypsychology.org/maslow.html
Every single human being has the capasity to make connections with self, with others, with the Earth, and with whatever higher power they choose to subscribe to. The trick to inclusive practice is to facilitate this ability to connect for every individual in our “care”, in such a way that we remove ourselves from any attachment we may have to the outcome. Truly inclusive practice does not seek compliance or to control, but rather to create and nurture connections in whatever form they turn up. There are no bench-marks, or rules, or levels, or set outcomes. This is where the paradigm shift comes into play. We are so conditioned toward compliance and control, that even the thought of relinquishing these causes a tremendous amount of cognitive dissonance and anxiety. Hence the need for “shadow work”. In my experience, the more I attempted to control the narrative, enforce compliance and tow the line, the less engagement and the more negative behaviours resulted.
Considering this definition, it becomes clear that inclusion is nigh impossible in the current “schooling” system, where compliance and control are the very foundation on which it is built. With recent events, the System has very effectively ousted those who would fly in the face of compliance and control, and do what they felt was important for their students, essentially practising inclusively. Many have decided not to return to the profession, realising that swimming against the current is exhausting and draining. It is also not surprising that the home-educating community is growing exponentially after the lockdown measures of the past couple of years, as parents and caregivers have realised just how disengaged from learning their children are.
Inclusive practice, by its nature, is responsive to individual needs. In order to be responsive, one has to connect with each individual and get to know each learner as an unique and whole individual. Acceptance and compassion are absolutely pivotal to all inclusive interactions, and this is where our own self-awareness becomes important. Unless we are aware of the “chatter” that is happening in our minds, and of the subconscious beliefs that inform our behaviour, we are forever subject to them. Once again, I return to the need to do the work on ourselves before we can say we are practising inclusively in any authentic way.
Is any of this even mentioned in teacher training programs? None that I have heard of. Self-awareness is given no credence, let alone made a priority. If we want any authenticity of practice to exist, it is absolutely necessary to give teachers the time and tools to examine their own paradigms and shift their thinking from achievement, curriculum and production, to meeting the needs of each individual in the present moment. Accountability is replaced by responsibility, compliance by intrinsic motivation and control by facilitating choices. This is the meaning of inclusive practice.
Until that paradigm shift is made, any amount of practical tips and theories on inclusive practice will mean very little, and won’t affect any authentic change. It is in connecting with ourselves that we can in turn connect with others and facilitate their ability to connect…that is inclusive practice.
