The British Council intends to create a new publication, to join its growing collection of global publications, on the theme of ‘Creating an inclusive school environment’.
Our aim is to produce an authoritative publication, which will draw on a range of contexts and experiences from around the world, including overseas and UK constituencies.
The publication will focus on research and evidence related to teacher and school leader capacity and development (both initial teacher training (ITT) and continuous professional development (CPD)) and the ability to create inclusive school environments. For ease, the publication will be divided into four sections:
- Special Educational Needs and Disability (SEND)
- Displaced Populations
- Black, Asian and minority ethnic (BAME) groups (including gypsy, Roma and traveller communities)
However it is fully recognised that there will be significant intersectionality issues between and among these groups and this will be fully acknowledged within the chapters. The audience for the publication will be:
- policy makers considering how they might best support school teachers and leaders to create more inclusive school environments
- school leaders and teachers wanting to learn more about research and evidence (including case studies) related to creating more inclusive school environments.
We are interested in both research and conceptual pieces that are evidence-grounded, describing practical experiences and examples including case studies. Furthermore, we are interested in ways in which English language teaching can contribute to an inclusive school environment and therefore encourage English language teaching professionals to send in proposals.
We are now seeking proposals for chapters for the publication organised under the sections above, more details of which are provided below:
a) Special Educational Needs and Disability (SEND)
Special Educational Needs and Disability refers to learners who have identified needs concerned with, for example, communication and interaction, cognition and learning, social, emotional and mental health or sensory and/or physical needs. As a result of these needs, they may encounter barriers to learning which create a gap between performance and potential. Contributions in this section focused on school leaders and teachers can cover interventions and support through whole school policy, cross curricula interventions, classroom teaching/learning strategies and examples of innovative curriculum and assessment methods. Case studies and transformational approaches supporting improved learning outcomes are welcome.
Gender disparities in both access to school and achievement of learning outcomes persist globally for both girls and boys in different contexts. School-based factors, including overcrowded classrooms, untrained teachers, a lack of resources and gender-based violence, prevent many children from receiving a quality education, restricting children’s learning and making an early exit from schooling likely. The impact of the learning crisis persists into adulthood, impacting health, poverty and employability. Submissions to this section should focus on the role of the teacher and/or school leader in tackling gendered gaps in enrolment and learning, with a particular focus on classroom practice. We welcome contributions that look closely at pedagogy, enactment of policy at school level, initial teacher training and CPD, as well as teacher led school-based interventions such as clubs, coaching and mentoring. Contributions looking at girls and/or boys globally are welcome, including case studies.
c) Displaced Populations
This section explores support for populations who are displaced internally, cross-border or to third countries by conflict, natural disaster or economic hardship, and who are excluded from education because of language, culture, ethnicity, social status, trauma or a lack of resources. Contributions can cover capacity development for teachers and/or school leaders in formal, informal or non-formal education. Contexts can include the refugee crisis in Sub Saharan Africa and the Middle-East North Africa regions, as well as responses to displacement in Europe, the UK or less well known settings. The focus can be on work with teachers and school leaders in language for resilience (with English, other second languages, literacy and multi-lingual approaches), emergency education in camps and host communities, and ‘safe spaces’ and social inclusion in host government schools.
d) Black, Asian and minority ethnic (BAME) groups (including gypsy, Roma and traveller communities)
In many countries, pupils from some of the groups above are outperforming their white counterparts. However, this is far from consistent with significant disparities across communities sitting alongside evidence that progress can be slow resulting in underperformance in national assessments. Contributions in this section can cover formal, informal or non-formal education initiatives that promote cultural identity alongside educational success and which ultimately improve outcomes. Examples and case studies of innovative pedagogy, uses of communities of practice and targeted support for teachers and practitioners would be welcomed.
The final publication, for which the British Council will hold the copyright, will be made freely available on our publications web pages.
If you would like to propose a chapter, please submit a title and a 300 word proposal defining the scope of the chapter and its likely content.
Proposals should be submitted using the online form: https://goo.gl/forms/ISzeTDdDgueDKd0x2
by Monday 11 June.
Successful applicants will be notified by Friday 29 June 2018.
Selection criteria will include:
- Relevance to target audience
- Relevance to the sub-strand of the publication
- Evidence of impact
- The selection of a range of contexts, geographies and experience to ensure the final publication is suitable for a global audience.
Editorial decisions on acceptability will be final and not open to further negotiation.
Successful applicants will need to produce completed first drafts by Monday 6 August 2018.
First drafts will be revised and returned with feedback by Friday 24 August 2018.
Final drafts must be submitted by Monday 8 October 2018.
Please contact firstname.lastname@example.org if you have any queries.