TEACHING STRATEGIES FOR A DEMOCRACY AND INCLUSIVE CLASSROOM.CHALLENGES FOR TEACHER PROFESSIONAL IDENTITY
TEACHING STRATEGIES FOR A DEMOCRACY AND INCLUSIVE CLASSROOM.CHALLENGES FOR TEACHER PROFESSIONAL IDENTITY

Summary/Abstract: Within the European debate on quality education for all, and along with the willingness to implement the Rights of Children, the paper will examine how diversities – which may relate to immigration status, disability, ethnicity, culture and social class – can challenge teachers’ identity and class context in order to enhance the diversity of each student as a resource. The paper will analyse data gathered during an action-research project, which has been developed in so-called high-complexity classrooms in Primary schools, with the aim of investigating the process of implementing teaching strategies for inclusive pedagogy. It will discuss how this process engages teachers in a dynamics between pitfalls and creativity as well as between school cultural barriers and educational opportunities. This leads to transform their professional identity, by developing a deep reflexivity in their own contexts of practice and strengthening their competence to support democracy and inclusive classrooms.

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