The purpose of this study is to explore the strategies principals use to promote inclusion in their urban elementary schools. Data was collected from sixteen urban elementary school principals—who were identified as skilled at promoting inclusion—in Ontario, Canada. The thesis argues that inclusion is vital to ensuring social justice and combating the culture of positivism in the current educational context. As well, this thesis presents numerous strategies to promote inclusion with staff members, students, and parents. I also identify critical themes: the importance of principals teaching others, particularly teachers, about inclusion; how the principals in this study learned about inclusion; teachers as barriers to the promotion of inclusion; and the negative impact on principals who promoted inclusion. I conclude with the connection of inclusion with the concept of the public intellectual.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29735 |
| Date | 30 August 2011 |
| Creators | Griffiths, John Darrin |
| Contributors | Ryan, James |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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