The gardener and the well: the evolution of an educator's perspective of and reflections on inclusive educational philosophy and practice
Subject
Abstract
Inclusion is an important topic both in the education system and in our society. What inclusion looks like and should look like in practice is widely debated among educators and non-educators alike. As a teacher, I have experienced the conflict between full-inclusion models and special education both internally and externally. This self-study uses an overarching gardening metaphor to discuss the implications of inclusive education in the classroom with teacher as gardener, guide, and facilitator of learning and growth. The gardener faces a challenge: they know that the well they source their water from is poisoned, and yet they must keep using and filtering that water to keep their plants alive. Using a transformative autoethnography methodology, this study explores the personal journey of understanding and developing a philosophy of inclusion as an Inclusive Education Teacher. Through critical self-reflective journaling practices and honest conversations with my critical friend, I examine my own guiding philosophies and beliefs about inclusion to critically identify biases, fears and limitations that negatively impact my philosophies and therefore my daily practice as an educator. This study examines research by scholars in both education and other related fields to honour diverse and cross-disciplinary perspectives, as inclusion is a topic that extends and interconnects far beyond the scope of education research. The findings of this study respond to the original research question by suggesting that neither full-inclusion models or special education programs are inherently conducive to truly inclusive education. It was concluded that rigid, dogmatic perspectives about the nature of inclusion may work against the goal of ensuring meaningful belonging and connection for all learners. In terms of the metaphor, the research found that the gardener must address the problem of the poisoned well and advocate for solutions, and they must also understand that the daily work of filtering is essential for the survival and health of the plants. The responsive gardener must both relentlessly reimagine the future and care for the needs present in the moment with the tools and resources they have now.