ABSTRACT
This chapter presents some closing thoughts on the concepts discussed in the preceding chapters of this book. The broad strategy behind the work reported in thes book has been to identify, describe, and analyse educational practice that appeared especially well designed to promote 'education for all'. Looking at these attempts as a whole, the more successful among them seem to involve a particular conception of teaching, one that is supported elsewhere in the literature in relation to multicultural and anti-racist education. The effectiveness of pupils working in collaborative groups in the area of multicultural anti-racism is illustrated. The 'reflection-in-action' approach is eminently well suited to the kind of model of teaching and learning expounded here as most compatible with anti-racist education, for both pupils and teachers. Collaboration was central to the research technique, and the book contains several examples of different forms.
