Inclusive education: recipe book or quest. On diversity in the classroom and educational research

This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, redistribution , reselling , loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden. The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Teaching that takes into account the increasing range of diOE erences between pupils is often calledìnclusive education'. The practice of inclusive education in The Netherlands is informed by educational research that has mainly produced`recipes' for eOE ective education with a view to academic success. This research has tended to reduce diOE erences between pupils to a limited number of characteristics and to reduce educational outcomes to academic success in the basics. Inspired by ethnic and gender studies, it is argued for an approach to inclusive education in which social±cultural outcomes as well as academic excellence are taken seriously and diversity is not restricted to a few standard characteristics of pupils. With reference to the authors' own research, it will be shown that the development of this broad interpretation of inclusive education demands educational research that does not merely produce recipes for dealing with certain characteristics of pupils. Research should help teachers to re¯ect on how diversity is manifested in their own classroom practice and suggest alternative forms of action and behaviour to achieve inclusive education.