ABSTRACT
Schools all over the world are dealing with increasingly diverse populations of students (Booth and Ainscow, 1998; UNESCO, 2010). This is, in part, because of the increased movement of populations within and between countries, and legislation that promotes the inclusion of students who were traditionally excluded from education, such as those defined as having special educational needs. As a consequence, one of the key challenges facing schools is that of reducing marginalisation amongst pupils within educational contexts. This book demonstrates ways in which engaging collaboratively with the views of students can provide a means of confronting marginalisation. As I have shown, this process can be facilitated through the use of the four-step framework I have presented.
