Classroom teachers’ craft knowledge of their inclusive practice

Kristine Black-Hawkins, Lani Florian

Research output: Contribution to journalArticlepeer-review


Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap we drew on the concept of craft knowledge to undertake a detailed study in two Scottish primary schools of the practice of class teachers who are committed to meeting the needs of all learners. This paper describes the processes involved, and considers how these helped us to develop a greater understanding of what constitutes inclusive practice, whilst also contributing to a more robustly theorised knowledge of what we have termed inclusive pedagogy, or the inclusive pedagogical approach. Methodological complexities arising from the use of the concept of craft knowledge are also explored.
Original languageEnglish
Pages (from-to)567-584
JournalTeachers and Teaching: Theory and Practice
Issue number5
Early online date27 Jul 2012
Publication statusPublished - 5 Oct 2012


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