Advice as support for innovation to transform classrooms and schools into inclusive, equitable, and high-quality contexts
DOI:
https://doi.org/10.32093/ambits.vi.63.504992Keywords:
Collaborative consultation, communities of practice, diversity-equity-and-inclusion, teacher collaboration, teaching practices, improvement processes, transformational leadershipAbstract
This article addresses consultation processes as processes that support the transformation of classrooms and schools into more inclusive and equitable contexts, and therefore of higher quality. We propose a set of theoretical concepts and principles that can serve as a basis for collaborative consultation addressed to generate innovative projects that transform schools in this regard, and presents a broad set of criteria and strategies, informed by these concepts and principles, that may be useful in guiding these support processes. These criteria and strategies are organised around four key moments in the collaborative development of processes of change and improvement of educational practices in schools: (i) the initiation of these processes, (ii) the introduction in some classrooms of substantial improvements which are strategic to create models of inclusive and equitable practices of quality, (iii) the generalisation of these improvements to turn them into school innovation projects, which can involve more teachers and extend these improvements to more classrooms, and (iv) the transformation of institutional practices and policies to consolidate cultures of equity and inclusion in educational communities. Finally, it is emphasised that the criteria and strategies outlined above cannot be conceived and developed in isolation from the characteristics of the specific contexts in which the transformation processes take place, and some contextual conditions are proposed, referring to the support offered to schools, which may favour or hinder these processes.
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