Diversity Gain? An exploration of inclusive and exclusive perceptions in Early Years settings in England

Owen, Alex (2017) Diversity Gain? An exploration of inclusive and exclusive perceptions in Early Years settings in England. Early Child Development and Care. pp. 1-12. ISSN 0300-4430

Text Diversity Gain Article_Manuscript for Review.doc - Accepted Version Download (129kB)

Abstract

This article explores inclusive and exclusive perceptions within early years practice settings in England. Inclusion is understood to involve the acknowledgement and celebration of difference, rather than its problematisation. A deficit-based discourse regarding diversity is challenged and the concept of diversity gain is explored within this context. A small scale, scoping study was undertaken involving seven early years practice settings. The study involved the use of a critical communicative methodological approach due to its focus on exploration and listening with a view to understanding. The results and data analysis supplied three key findings. Firstly, it was shown that practitioners are able to articulate their understanding of diversity gain and a desire for inclusion to a far greater extent than the parents involved in the settings. Secondly, it was shown that parental involvement within the settings is fundamental to authentic inclusion. Finally, it was shown that practitioners felt that there was a distinct lack of resources, including funding, time and expertise, to support inclusive practice appropriately.

Item Type:	Article
Additional Information and Comments:	This is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care [11th May 2017], available online: http://www.tandfonline.com/doi/full/10.1080/03004430.2017.1326108"
Keywords:	Early Years; Inclusion; Diversity; Subjective Perception; Practice.
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Alex Owen
Date Deposited:	02 May 2017 13:17
Last Modified:	08 Nov 2024 12:23
URI:	https://hira.hope.ac.uk/id/eprint/1942

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