Research Group: Centre for Research in Inclusion

The CRI is a vibrant and dynamic community of educational researchers working to further the understanding and practice of inclusive, participatory, practitioner-based or emancipatory methodologies.

The Centre is headed by Professor Melanie Nind. Centre members work with a strong network of collaborators who value and conduct research that addresses inclusion and engages with the needs of participants and research users.

The Centre differs from its counterparts around the UK because of its emphasis on developing research that fosters and enhances inclusive practice in an inclusive way, often by working with teachers and young people to carry out the research. Our valuing of inclusion goes beyond education, out into the community and embraces using social media to support social inclusion.

You can get a flavour of the Centre from our Centre for Research in Inclusion video:

The CRI aims to:

• Provide a base for colleagues working in inclusive education; inclusive research methods and approaches; inclusive practices, pedagogies and technologies; inclusive approaches to new media practices and methods; marginalisation; and fostering positive approaches to diversity, student voice and social and emotional well-being
• Build a world-leading reputation for inclusion research in the Institute of Educational Effectiveness and Equity by supporting the conduct of high quality conceptual, empirical and practice-based local, national and international research
• Act as an intellectual and organisational focus by providing stimulus and career support for its doctoral researchers
• Develop an effective research culture
• Build links across the University and further develop cross-disciplinary, boundary-pushing, innovative work
• Develop inclusive approaches to new media practices
• Generate grant income and staffing to build the Centre’s long-term sustainability
• Work collegiately on shared projects, publications, bids and modules

The Centre for Research in Inclusion welcomes inquiries and applications from people interested in researching in the following areas:

• Teaching approaches to support meaningful inclusion of all learners, particularly in inclusive classrooms in schools. We have particular expertise in differentiation, collaborative working, social and emotional dimensions of learning, classroom interaction and using technology. We have particular interests in learners experiencing marginalisation, social disadvantage or poverty and those with autism or learning disabilities.
• Inclusive assessment practices that facilitate student and staff agency in all dimensions of the assessment process, particularly in higher education and as a way of building inclusive pedagogies with assessment as the driver.
• Experiences of educational and youth transitions, marginalised identities and learning cultures, informal learning and technical education.

Links to related projects on external sites:

Responding to diversity by engaging with students' voices: a strategy for teacher development (Messiou) (dormant)
(2011- 2014) – Comenius Multilateral Projects, European Union

INTO: Intercultural Mentoring tools to support migrant integration at school (Messiou) (dormant)
(2013-2015), – Comenius Multilateral Projects, European Union

ESRC-funded seminar series focusing on innovative technologies for autism (Parsons) (active)

Horizon2020-funded project ProSocialLearn (Parsons) (active)

Pilot evaluation of the use of more accessible information for people in police custody (Parsons) (dormant) 

The most recent CRI presentations:

CRI newsletters – Issue 9 Autumn 2020 available now.

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