ABSTRACT
Arguments over inclusion are generally located in relation to school admissions policies and in the vexed issue of pupil grouping. These are important questions of policy and practice, but they are not the main focus of this chapter.1 Beyond such concerns, it might appear that there is nothing to debate about inclusion and English. After all, we all aspire to be inclusive, don’t we? What I want to suggest in what follows is that issues around inclusion are not reducible to questions of organisation and access, but are, crucially, questions of pedagogy: what inclusion means and how it can be instantiated in practice in the classroom is, therefore, fundamentally important to the work of English teachers.
