The ecology of inclusive education: Reconceptualising bronfenbrenner

Abstract

Globally, student populations in government-run schools are becoming increasingly diverse (see Gonski, 2011; Rashid & Tikly, 2010; Voltz, Sims & Nelson, 2010). Simultaneously, students are being excluded from schools, or placed into segregated educational settings in increasing numbers. Both the social and economic costs of disengagement and exclusion from, and inequalities within, education systems have been well documented (see OECD, 2010; Snow & Powell, 2012; Wilkinson & Pickett, 2010). The causes of these issues are complex and many sit beyond the boundaries of the school fence. Despite this, governments place much of the responsibility for delivering an equitable education with schools (Wrigley, Thomson & Lingard, 2012). While this may, in many ways, seem an impossible task, “just because schools can’t do everything doesn’t mean they cannot achieve something” (Thomson, Lingard & Wrigley, 2012, p. 20). Thomson et al . (2012) maintain schools’ efforts towards equity can only be enacted through change reform , with an equitable redistribution of resources, and through recognition and valuing of difference. This task is challenging as schools work in tightly controlled education systems with high levels of accountability and expectations for continued improvement. However, the consequences of not providing an equitable education system are far reaching (Wilkinson & Pickett, 2010). So, the question no longer is should a quality education be provided to all, but rather, how this change reform can be enacted (Jackson, 2008).