Inclusion and Education

Abstract

This chapter provides a theoretical context, acknowledging the increasing emphasis on ‘inclusive’ education, with ‘participation’ (Barton, 1997) as an underpinning concept. This has significance here since it provides a structure for developing an argument that there are pupils who are culturally excluded by particular concepts of participation. Here this is explored via drawing from observation, a skill by which particular abilities in art might be defined, since this highly individualised technology is used to assess pupil performance against culturally defined norms relating to both representation and participation.