The inclusive school: Integrating diversity and solidarity through community‐based management

Confronts possibilities and problems associated with creating diverse, multicultural “inclusive” schools. Describes the inclusive school as being less hierarchical, embracing community, and celebrating diversity. Suggests that the inclusive school is supported by Sergiovanni’s (1993) concept of community and Maxwell’s (1994) concept of contiguity‐based solidarity. Demonstrates through working examples of inclusive approaches how schools can better serve their students by fostering a sense of community and promotes ways of advancing solidarity and diversity simultaneously. To further the argument, presents a general historic evolutionary overview to illustrate the theoretical underpinnings of the model along with a case example and discussion of key features of inclusive schools.