Wrigley, T. (2005) Inclusive pedagogies: Restoring agency and voice to the learner. REICE - Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3(1), pp. 297-315.
For schools that serve communities marginalized by poverty or racial / cultural / religious differences, pedagogy implies understanding the relationship between the identities and "habitats" of children developed outside of school and their school learning experience. This relationship is problematic for many reasons, which this article attempts to explore.