Navigating inclusion and exclusion
Lived experiences of students in school-to-school collaborations
Bibliographic Data
| ID | 21725847 |
|---|---|
| Authors | Nazime Öztürk (0000-0001-6106-775X, University of Vienna, corresponding author), Evi Agostini (0000-0002-5838-4292, University of Vienna) |
| Year | 2026 |
| Publication date | 2026-02-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14749041261418471 |
| OpenAlex | W7129051753 |
| Language | EN |
| Citations received | 1 |
| References cited | 46 |
This study explores the lived experiences of students participating in school-to-school collaborations (SSCs) within educational neighbourhoods (ENs) in Vienna, Austria. ENs were introduced as a policy initiative to address the inequities of Austria’s stratified education system by fostering interinstitutional collaboration. Drawing on Ahmed’s phenomenological lens, the study examines how students navigate social and academic participation in SSC activities, focussing on feelings of inclusion and exclusion. Data were collected through semi-structured interviews with 36 students from primary, middle and grammar schools, as well as phenomenological vignettes capturing embodied experiences during collaborative activities. Findings reveal that SSCs provide opportunities to bridge social and academic divides, but they also highlight challenges that perpetuate hierarchies and biases. While SSCs have the potential to foster meaningful connections and enrich learning for some, they also reveal obstacles, such as unequal participation, socioemotional gaps and hierarchical structures that impede comprehensive inclusion. By examining these nuanced experiences, this study sheds light on the critical conditions necessary to create truly inclusive and empowering educational communities. The findings contribute to the discourse on inclusive education (IE) by emphasising the importance of students’ perspectives in evaluating collaborative practices
Embodied cognition · Feeling · Higher education · Lived experience · Qualitative research · Socioemotional selectivity theory · Children's Rights and Participation · Collaborative Teaching and Inclusion · Educational Environments and Student Outcomes
Triangulation
Pisa 2022 Results (Volume I)
Promoting Social Inclusion in Educational Settings
Promoting inclusion and equity in education
The relationship between reciprocal school-to-school collaboration and student academic achievement
A matrix of educational policies to support migrant students across Europe
Collaborative inquiry networks
Initial teacher training for secondary schools – a new curriculum for the age of migration
Peer tutoring as a means to inclusion
“Look at them! They all have friends and not me”
Vignette Research
Interviews mit Experten
Transitions in the Swedish school system and the impact on student’s positive self-reported-health
A scoping review and network analysis of the characteristics of peer collaboration in early educational settings from studies using diverse methodologies
Limits to inclusion
Belonging in an age of exclusion
Turning social inclusion into exclusion during collaborative learning between students with and without SEN
Policy subjects and policy actors in schools
Beyond the Paradigm Conflicts
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |