ABSTRACT
In this chapter we step closer to the action in order to look at the processes that encouraged productive interrogation of thinking and practice in the network schools. We draw on accounts of the experience of the members of the Manchester team in working with schools in Castleside LEA. These accounts of collaborative action research point to promising approaches for developing inclusive practices in schools. As we will show, these approaches have the potential to interrupt existing thinking about teaching and learning, and, in so doing, open up possibilities for exploring new ways of working. At the same time, we show that the use of these approaches is far from straightforward, not least due to organisational factors within schools that can provide yet further barriers to progress. This analysis leads us to consider the implications for the way researchers and practitioners can collaborate in addressing these barriers. We also explore the potential of school-to-school cooperation as a means of providing support for such developments.
