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Education in Flanders is strongly rooted in pedagogical freedom and the free choice of school it guarantees. Yet despite relatively strong (but steadily declining) performance in international comparative research such as PISA and TIMSS, the Flemish education system continues to face persistent challenges related to diversity and inclusion. Pupils in vulnerable situations and pupils with specific educational needs experience disproportionately more barriers and difficulties in Flemish education compared to other European education systems. For this reason ‘diversity and inclusion’ are at the heart of our vision.

We understand diversity as multi-dimensional and intersectional. Dimensions such as culture, religion, ethnicity, gender, sexual orientation and socioeconomic situation, or combinations thereof, can all be addressed. The researchers advocate ,broadening our common definition of inclusion from a concept primarily associated with disability and special educational needs, to an approach attentive to the full range of bio-psycho-social diversity. We are looking for ways in which we can use a broad definition of diversity as a starting point for our research, without being blind to the structural obstacles and opportunities, and exclusion and inclusion mechanisms, experienced by individuals and specific communities. Central in our approach is the attention to the perspectives of individuals – from pupils to parents, teachers and other school staff and policy makers – in understanding educational processes. In particular we aim to recognize the agency and experiences of pupils as active participants who co-construct their educational trajectory and the broader learning environments they navigate.

Members

• Noel Clycq: Diversity - (In)equality - Identity – Social Justice – Qualitative research – Mixed-method
• Blansefloer Coudenys (affiliated member): Community-based education – Ethnic-cultural minorities – Educational equity – Ethnic inequality – Participatory action research
• Tú Anh Ha: Teachers – Inclusive Education – Primary school pupils – Vietnam – Spain
• ​Stijn Kerkhofs: Sense of Academic Futility – Vocational education – Educational (in)equality – School culture – Special education needs
• Irene Landini​: Belonging – Education – Migrant parents – School teachers – Communication – Digitalization
• Ruud Lelieur: Academic optimism (trust – efficacy – academic emphasis) – Educational inequality – School effectiveness
• ​Bea Mertens: Learning – Motivation – Instruction style – Adult education – Mixed method research
• ​Mahar Musleh: Educational liminality – Trauma-informed pedagogies – Identity,
• Stamatia Savvani: (language) teacher emotions – Instructional psychology – language teaching methodology – Action Research
• Brent Theys: Role models – Perceived similarity - Informal professional learning – Professional identity – Ethno-cultural diversity
• Marloes Vrolijk:  Diversity – Citizenship (education) – Qualitative methodologies

Spearhead(s)

Stamatia Savvani

Former members

• Imke Brummer: Ethnic diversity – Citizenship – Emotions – Secondary education – Mixed-methods
• Ayla De Schepper: Transition to the labor market – Social networks – Social inequality
• Liesbet Claeys: Inclusion – Interprofessional collaboration – Mainstream and special education
• ​Saskia Vets: Classroom management – Positive class- and school climate
• Julia Steenwegen: Community Schools – Identity – Language – Teachers