In this thesis, I investigate my professional practice as an independent health adviser in the UK National Health Service. Inclusion and exclusion, power, innovation and rejection in nursing are themes that have emerged from my work within a milieu where the dominant discourse is systems thinking. I have analysed why systems thinking predominates in UK healthcare services, and examine the benefits and limitations of this approach. Similarly, I have studied complex responsive processes theory and assessed the value and drawbacks of this way of thinking. A key focus of this research has been to consider how innovation occurs in organisations. NHS policymakers include examples of good practice in a number of recent policy documents and encourage staff to emulate these examples to improve their services. This overlooks the unique setting in which staff work, and disregards their collective working styles and roles. Power relationships, local ideological perspectives, histories and pertinent environmental factors all render the adoption of established blueprints inadvisable. Nor do such policy documents consider potential unintended consequences of the innovation: for example, reducing the waiting times to access treatment in one area can have a detrimental effect on other services. Using narrative accounts from my professional practice, I critically evaluate the concepts of power, innovation and systems thinking. I draw attention to a number of particular dissonances that I consider many nurses and health care workers to be experiencing as rejection within their work-based relationships. These challenges include a fear of job loss, the difficulty of managing national targets and local service delivery, a loss of consumer confidence in clinicians, the pressures of increased regulation, and tensions between clinical and managerial staff. These concerns led me to examine the nature of the employer–employee relationship. The psychological contract is a way of describing the relationship between employers and employees in terms of optimistic reciprocal agreements and expectations. These positive assumptions tend to underplay or overlook the unpredictability of organisational life, such as financial constraints that might threaten job security. When disruption arises, employees may feel wary of their managers and distressed that their psychological contract has been violated. I argue that trust is a concept requiring continual renegotiation through the ongoing patterning of relationships that emerge through the conversations between people as employees participate in the organisation’s development. My thesis departs from the traditional view of positing the psychological contract as a central feature of employment. Instead, I propose that the complex responsive processes perspective offers a legitimate and useful way of deepening our understanding of employer–employee relations. I have used a reflexive research method, challenging Alvesson and Skoldberg’s (2000, p.250) reflexive interpretation framework for its individualistic approach. I demonstrate that my method is social and iterative, and extend the framework in order to illustrate the way in which I developed my reflexive approach. This framework presents a way of demonstrating the movement of interpretation based on the researchers’ judgment and intuition that guides the research process (Alvesson and Skoldberg, 2000). My original contribution to practice offers a different way of looking at healthcare organisations from that proposed by many healthcare consultants. I engage with staff to analyse their day-to-day relationships by reflecting on their micro-interactions with colleagues as we try to make sense of what is happening in their departments. I introduce the notion of interdependence, and encourage clients to engage in dialogue and seek to influence what occurs through their relationships with their colleagues. There is no blueprint for success: rather than focusing on supposed ‘organisational systems’, we concentrate on what is actually happening in their ongoing work elationships.

Physical education (PE) for pupils with special educational needs (SEN) is an important contemporary issue for primary teachers and other practitioners. In particular, how they are to include pupils with SEN in their classroom activity is a processing concern. This study is concerned essentially with how policy influences the ability of teachers to deal with SEN' pupils in PE. It explores the relationships between education policy on SEN and its implementation within PE when SEN pupils are placed in mainstream school settings. The main aims of this thesis are to explore how 'equality' and 'inclusion' are expressed in legislation, for example the National Curriculum in England and the Grade 1- 9 Curriculum Guidelines in Taiwan, and how teachers, local education authority (LEA) Advisors, pupils with physical disability and their parents interpret policy and engage in practice for SEN. The findings of the study are intended to provide guidance on education policy needed to promote 'inclusion' and connect SEN policy and its implementation within PE. This thesis develops and utilizes a theoretical model to illustrate the 'flow' of policy from government to schools. This framework has followed Bernstein's (1990) assertion that knowledge is produced and reproduced at different sites of practice and that 'discourses' are recontextualized in each. Qualitative research methods were used to explore these relationships. The research fields were located in the Midlands in England and in the North of Taiwan and investigate LEAs and primary schools. The research employed interviews, documentary analysis and observation to explore policy and its implementation for SEN pupils from not only a 'macro' but also a 'micro' perspective. Accordingly, this thesis has explored the relationships between teachers, the learning support assistants (LSA), pupils with physical disability and their activities in PE classrooms in order to throw light on processes of inclusion within PE and the difficulties associated with policy implementation for pupils with physical disability. The findings suggest that the implementation of SEN policy within PE was driven by ideals of inclusion and attempted to achieve equality. However, SEN policy and its implementation was rendered difficult by the production and reproduction of particular understandings of inclusion, and inadequate provision (training and resource) for teachers to deal with SEN pupils in PE. Compared with teachers in England, PE teachers in Taiwan seemed to be more 'able' to include SEN pupils in PE as they were less regulated by National Curriculum texts.

The main aim of this research is to offer a sociological analysis of Taiwanese headteachers’ views of the inclusion of students with special educational needs (SEN) in mainstream schools. Taiwan is a country which combines Confucian and westernised traditions, and these are reflected in its education systems, including SEN provision. To date, there is little research on headteachers’ views of inclusion and most studies involve attitudinal surveys. By way of contrast, this qualitative research, which adopts a neo-marxist theoretical perspective, is based on twenty five in-depth interviews with school headteachers, who are regarded as having high social status in Taiwan. In addition, the research presents two case studies of schools implementing inclusive practices, based on interviews with headteachers, analysis of the school websites and media reports. Critical discourse analysis is used to analyse the twenty five interview texts and the case studies. Three major discourses of inclusion are identified: the managerialist discourse, the critical discourse and the school as social microcosm discourse. The extent to which headteachers employ these discourses appears to be influenced by various personal and social factors. Headteachers’ understanding of disabled students is the key personal factor influencing their views on inclusion. Further, their unfavourable attitudes towards the inclusion of disabled students may be influenced by the views of parents with non-disabled children, competitive credentialism and the government’s stance. With regard to the inclusion of gifted students, the discourses employed are he following: the school as social microcosm discourse, the privileged class discourse and the dilemmatic discourse. The first two discourses are articulated by headteachers holding favourable attitudes towards the inclusion of gifted students whilst the third discourse is articulated by those holding uncertain attitudes. Headteachers’ understanding of gifted students is the key personal factor influencing their views on inclusion. Competitive credentialism has a major influence on attitudes towards the inclusion of disabled students as well as gifted students. With regard to the two case studies of schools exemplifying inclusive practices, it is argued that the wider applicability of their approaches is questionable. Overall, the results highlight the Taiwanese government’s unclear stance on promoting inclusion. This research has also suggested that a clear operational definition of inclusion is necessary and urgent before the comprehensive implementation of inclusion in wider educational arenas.

The research was carried out during a time when residential provision for people with learning difficulties in the north of Scotland was changing from being hospital based towards being community centred. The aim was to utilise an understanding of the dynamics of past provision to shed light upon present practice and planning for the future: focussing upon that form of ‘difference’ which has been given the name ‘learning difficulty’. The research utilised records, interviews, narratives and discussion groups to explore the experiences of providers of services, service users and those who were close to them. The research sought to go beyond description; to facilitate respondents in sharing their understanding of the organisation of care services and how it had an effect upon their life chances and self concept. The design of the research, which made use of multiple sources of evidence, was qualitative in its approach. It was undertaken within four ‘sites of interest’:  The archive or the historical record of provision at Lhangbyde Hospital..  Through semi structured interviews with ‘Providers’  A ‘Punters’ discussion forum located within a self advocacy group.  A set of ‘Intimate Narratives’. The method had its roots in constructivist, reflective and post modern currents of thought which confronted the difficulty inherent is making an epistemological distinction between what is out there in the world and the categories of meaning which are resident in the human mind. The goal was to produce texts which promoted dialogue rather than monologue, were evocative rather than definitive, In chapter 8 some ‘Intimate Narratives’ from the researcher’s own life experience as a father and as a facilitator and adviser within a self advocacy organisation were presented directly as stories of everyday experience. In the final two chapters of the thesis an attempt was made to synthesise the overall findings of the research, and to assess their implications for future policy and practice. In chapter 9, under the heading of ‘Reading the Chart: understanding the past and present as a foundation for future planning’ the findings from the four ‘sites of interest’ were gathered together under seven explanatory themes, with the section entitled ‘Gaining a Voice’ achieving an overall pre-eminence.. The last chapter in the thesis (Chapter 10), under the title of ‘The Future Course’ detailed a plan for change and development based on a synthesis of findings. In addition the role of future research in promoting change was examined. The thesis concluded with a ‘plain language’ summary of recommendations.

This thesis presents an exploration of the nature, extent and characteristics of a disciplinary Inclusion Room (IR), from the perspectives of students and staff in a South West secondary school. Over the past five years, this school has significantly reduced fixed term exclusions and improved school attainment against Local Authority averages. This research presents an organisational response to a socio-cultural problem and the paradoxical lenses of social inclusion and discipline. The research uses Cultural Historical Activity Theory (CHAT) as a theoretical and methodological framework. I explore inclusion and professionalism using the perspectives of nine students who entered disciplinary IR and nine staff who knew the students. Inclusion constructs explored include participation, equality and diversity. Professionalism is deliberated through a continuum of managerial control/discretionay judgement, individualistic models/collegial approaches and bureaucratic/continuous learning dimensions. Mixed methods used include document analysis, an on-line questionnaire, student and staff interviews, visual timelines and observations of the students in classrooms. The analysis of IR considers primary, secondary and tertiary contradictions along with disciplinary rules, community and division of labour/power constructs amongst participants to develop a rich understanding of the context. Exploratory data, in the form of a questionnaire, suggests that the students and staff broadly share understanding of inclusion policy, practice and culture in this school. Interviews, further informed by examination of documents, student timelines and observations, show how a disciplinary IR is integrated into, and complements, educational processes; participation (being there), equality and diversity, within the school. Professionalism is characterised by discretionary lenses, collegial working and continuous learning governed by problem solving to support that educational vision. Findings from this work are generalisable as the research develops experience of the school in a naturalistic manner and is illustrative of expectations rather than formal predictions. Nevertheless, schools can use the findings to consider how a disciplinary IR can complement educational processes through increasing participation, equality and diversity. Goals for inclusion can be enhanced through collaborative partnerships and active, ongoing engagement amongst students and staff to develop the educational experience.

The perspective of inclusion within the preschool and school system implies that children of the same age should be able to be taught together and participate in the same context despite their qualifications. Differences must be looked upon as a resource and the teaching process should be adapted to suit children’s needs rather than the children having to adapt to the environment. However, what does the inclusion of children with special needs actually look like within the preschool and school system? The aim of this study was to investigate which role the special educators play in the inclusion process. Also, to find out possible similarities and differences between their work in preschool compared to the lower level of compulsory school. Two principals and seven pedagogues from different educational fields, all working within the same school area, were interviewed. The results showed that the work of the special educators differed between the two educational systems. The work within the school system was more topic-oriented whereas the work within the preschool system emphasized on communication and interaction. There were however more similarities than differences. For example the way the special educators mapped the different needs of the children and how they cooperated with other pedagogues. All pedagogues and the principals were convinced that the special educators played an important role in encouraging inclusion.

Abstract This dissertation focuses on the perceptions of the school principals, general education teachers, and special education teachers about practices and processes that support the inclusion program. High stake holders in schools and parents of students with disabilities are advocating for the improvement of the quality of the inclusion as an academic service delivery model. This study is significant because the number of students with disabilities being placed in the general education classroom continues to increase, and the federal and the state mandates are holding school districts and schools accountable for all students’ academic performance, including students with disabilities. A collective case study approach was used in this study to explore the lived experiences of school principals, general education teachers, and special education teachers with the inclusion program. Through the lenses of Bolman and Deal’s Four Frames of Leadership theoretical framework, as well as the Differentiation of Instruction model, the researcher explored the practices and processes that support the inclusion program at public elementary schools. Through semi-structured interviews, classroom observations, and document analysis, data were collected and analyzed using a constant comparative analysis approach. The first research question investigated the beliefs and attitudes school principals, general education teachers, and special education teachers perceive to support the inclusion program. The second research question inquired about the relationships they perceive to support them in implementing the inclusion program. The third research question examined the structural practices they believe support the inclusion program. The fourth research question studied the leadership aspect they perceive support the inclusion program. The fifth research question looked into the inclusiveness of instructional practices. The common themes: (a) positive attitude and self-efficacy,(b) relationships,(c) collaboration, (d) distributive leadership and resources, and (e) differentiation of instruction and accommodations emerged from data. A uniformed district policy procedure vis-a`-vis the inclusion program, a positive culture about the inclusion program, a balanced leadership approach between the human needs and the schools’ goals, structures to foster collaboration, the application of the principles of the distributive leadership, and the implementation of inclusive instructional practices were evident in the schools.

Studiens syfte är att undersöka hur lärarna på handelsprogrammet arbetar med ett inkluderande arbetssätt, samt deras uppfattningar om arbetet med ett inkluderande arbetssätt, tillgänglighet och individanpassning i undervisningen. Syftet kompletteras med att introducera ett annat begrepp - digitalisering och dess påverkan över omtalade områdena. Undersökningen är av kvalitativ art och bedrivs i form av en fallstudie med holistisk infallsvinkel där analysenheten är handelsprogrammet, ett yrkesprogram på en gymnasieskola. För att kunna betrakta praktiken ur olika infallsvinklar samlades empirin genom klassrumsobservationer kompletterade med semistrukturerade intervjuer. Studien bekräftar tidigare forskning och visar en spänning mellan lärarnas handling och uppfattning när det gäller begreppen inkluderande arbetssätt och tillgänglighet, samt påpekar ett behov av utvidgning i lärarnas förståelse över koncepternas innebörd genom kollegialt lärande eller under lärarutbildningen. Studien utmynnar även i en diskussion om begreppsanvändning och yrkesspråk som pelare av lärarprofessionaliteten. Digitalisering ses i generella drag ha en positiv påverkan över lärarnas arbete med ovannämnda områdena men ses komma hand i hand med självdisciplin och som källa till förändringar på olika plan: i undervisningen, lärares planeringsarbete, och lärarens roll i klassrummet.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

This exploratory study examined the life-histories of 21 men who were mature (27 years +), full-time students in two Scottish ancient universities. Most were first-generation entrants. Individual semi-structured interviews asked about the men's origins and lives so far. The aim was to understand men as gendered beings, and to consider the dynamics that had impacted on their lives. Though useful findings in their own right, the research also used this data to consider sociological theories of contemporary identity/ies, and to contemplate Bourdieu's theories of social-class reproduction. The legacy of trying to promote equal opportunities through education made Scotland an important test-bed for widening participation. Ancient universities were selected to throw dimensions of educational inclusion/exclusion into relief. Researching male 'first-generation' students responded to concerns that men from manual origins should return to education given the dissolution of their traditional roles. The research found few 'hybrid' identities, as experienced by first-generation students in other research. This may reflect the men's complex cultural trajectories prior to university, and distancing from former working-class origins. Adopting 'student' identities held few problems. 'Traditional' students were seen as insecure, and mature students as providing a valuable contribution to the institution. For older men, student-hood fulfilled a latent ambition. For others, 'student' added a more positive aspect to their previous identities. The post-modem celebration of playful identities was dismissed, as even playful uptakes revealed politically darker sides. There was more support for the self-reflexive identity project, which was gendered in that (with some notable exceptions) it was constructed in the context of traditional gender relationships. Bourdieu's conceptual framework was useful in explaining these 'divergent trajectories'. The Catholic community could be seen to promote a class-fraction habitus, which valued education, commitment and social networks. Residing in university-rich cities reduced the cultural distance between the men and HE, whilst the 'flexible' labour market created spaces where men from manual origins worked alongside undergraduate and graduate others. Such influences were compatible with Bourdieu' s theories. However, there was another influence that Bourdieu was less successful at explaining. The matrimonial field did not operate with the logic of other fields. Graduate women formed long-term relationships with these men, despite significant differences in their capitals. For Bourdieu, class endogemony is a key part of class reproduction. That is challenged here; human emotion cannot be reduced to simple logic. Furthermore, cities offer importance spaces for the reconfiguration of gender (as well as class) dynamics.