Inclusive and democratic practices in primary school classrooms: A multiple case study in Spain

Background: In order to offer all students the opportunity to progress and grow to their full potential, teachers must positively recognise and value the different expressions of diversity of all the class members. One of the biggest educational challenges that teachers face today is how to address classroom practices from a truly inclusive and democratic perspective. Purpose: The main aim of this study was to explore, in a Spanish context, how primary school teachers articulate and implement inclusive and democratic practices in their classrooms. Design, sample and methods: The methodological design of this study was situated within a qualitative research approach. A multiple case study structure, comprising three case studies, was utilised. Data collection was carried out via interviews, classroom practices inventories, scientific observation and analysis of documentation. The study was carried out over three academic years and had three phases. Data were analysed thematically. Findings: In the three cases analysed, the analysis identified different possibilities in terms of the implementation and articulation of pedagogical differentiation (the structures, content, process and product) and democratic classroom management (collaborative culture, a shared leadership, democratic participation and school linked to environs). Conclusions: The analysis highlights the need to support the formation of a critical citizenship within inclusive contexts, as well as the need to develop a sense of belonging to the educational community.