This thesis sets out to develop greater understanding of inclusive pedagogy. It explores what teachers do in practice to support everyone’s learning, alongside what they believe about teaching a diversity of learners. In the main part of the empirical work, I researched with six teachers in Hong Kong. Over a period of nine months, I placed myself within the context of these teachers’ work, during which I was able to observe their lessons, as well as reflect with them on their teaching, and discuss their inclusive practices in detail. Their stories of inclusive pedagogy became the six case studies presented here.

A key ethical underpinning of this thesis is that learning from teachers requires an open and exploratory approach based on a deep respect for the work that they do. Therefore, while undertaking the six case studies, I sought to apply as far as possible an inclusive research methodological lens. Thus, I was careful to ensure that the research problems were owned by the teachers, and that they were given some control over the processes and outcomes of our exploration where possible. I also considered different presentation strategies so as to reflect more accurately the worldviews of these teacher-researchers.

In analysing the individual case studies, I brought together each teacher’s inclusive doing and believing. I then examined the nature of the relationship between these two elements (for example, the extent to which they informed one another), and considered how far this connection might contribute to understanding the teacher’s inclusive practices in context. Through cross-case analysis, I was able to derive two assertions of broader applicability. I have termed these: first, the collective inclusive pedagogy, and second, the growing inclusive pedagogy. I conclude that inclusive pedagogy is a collective responsibility to be shared among all teachers and all children, and it is a capacity which everyone can always improve.

This thesis ends with recommendations, based on my key findings, for policy and practice in Hong Kong and beyond. In particular, I propose a signature pedagogy for inclusive teacher education. I also offer some suggestions for future research by drawing upon the methodological strengths and limitations of the study.