ABSTRACT
Take two opinionated, driven, passionate practitioners and one research question; add a group of students with social, emotional and behavioural difficulties; stir in a hefty power imbalance, professional conflicts and divided loyalties; combine with busy schedules and limited time, and what do you get? Surprisingly – a successful collaborative inquiry that can play a part in developing more inclusive practices within a special school. This chapter describes an inquiry conducted by Malcolm, a teacher at the
school and part-time student, and Zoe, a full-time student and ex-youth/care worker. The aim of the research was to explore the potential for students to become involved in their school’s staff selection process. This was not an easy issue to explore, particularly in a special school for students with social, emotional and behavioural difficulties, even with managerial support. Power relations are integral to any collaborative inquiry. We had to man-
age issues of power in relation to students and staff, and between ourselves. Malcolm’s insider status offered benefits, such as easy access to student information and straightforward contact with the staff. However, it also
created a power imbalance within the research team. Malcolm was the gatekeeper, controlling knowledge, access and movement. Tensions and dilemmas arose around:
• ethics and confidentiality; • differing professional practices; • communication failures and the pressures of other commitments; • divided loyalties.
