The Language of Inclusion and its Impact on the Leadership of Equity within Scottish Secondary Schools

Abstract

Language and power are inextricably linked, and our use of language influences our attitudes, beliefs and values as human beings. This study focuses on how representations of inclusion frame our collective understanding of the term.  It uses Critical Discourse Analysis to analyse how inclusion is represented in key Scottish policies, media headline representations and through professional association discourse.  These different representations contribute to a variance in understanding and the narrative within education about inclusion.  Empirical research was undertaken with head teachers in a case study local authority to consider how these representations feature within their settings, and examine any impact on the leadership of equity. 

Ultimately, language impacts on our attitudes and collective understanding about inclusion. This paper considers how varying attitudes potentially undermine the leadership of equity within secondary schools.