ABSTRACT
Here in the UK a long tradition of selection and privilege has tended to concentrate excellence in a small number of institutions, and within certain social groups. As a result many still associate high quality with a kind of elitism. Conversely, in some circles, the term ‘inclusive’ has come to mean participation at the expense of quality. As long as everyone seems to be ‘having a good time’ and ‘expressing themselves’ we feel we have achieved our aim of involving a wider group. In some cases this has resulted in criticism of certain subject areas, for not providing sufficient challenge within the curriculum.
