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This thesis is the articulation of my living educational theory of inclusional practice, which evolved through undertaking research in the area of educational provision for marginalised  children. It is a narrative account in which I offer descriptions of and explanations for my practice, as I transform my educational contexts into a celebration of democratically-constituted inclusional practices.
The thesis demonstrates how my embodied values of justice, inclusion and equality compelled me to develop social and educational practices that included potentially marginalised children. My living educational theory of inclusional practice therefore contains within itself a living theory of social justice premised on the idea that all are equal participants in democratic public discourses. I explain how I have transformed these values into the living critical standards of judgement by which I wish my work to be evaluated.
My original contributions to knowledge are to do with how I demonstrate the development of inclusional practices that are grounded in the realisation of my values that honour the individual and enable them to become agents in the creation of an inclusive society. From the grounds of my evidence base, I claim to have developed an inclusional practice that has profound implications of the education of the teaching profession and other social formations.

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Table of Contents and Abstract

Introduction
Chapter One: Background to my research
Chapter Two: Contexts of my practice

Chapter Three: My educational and social values
Chapter Four: Methodology
Chapter Five: Developing a critical pedagogy
Chapter Six: New critical practices; new critical theories

Chapter Seven: Nell
Chapter Eight: Establishing that validity of my claims to knowledge
Chapter Nine: The potential significance of my research
Bibliography

Appendices