There is a gap between practice and ideology regarding inclusive education in Nordic and international contexts. There is a need for research that explores pupils' perceptions of what inclusion means to them. The main research goal of this PhD project is to collaborate with pupils to explore the concept of inclusion and get new insights into inclusion and inclusive practices. The goal is to understand inclusion for children in a primary school with rich pupil diversity in Norway, from a bottom-up perspective. Methodologically, this project uses an arts-based participatory approach, photovoice followed by individual interviews and group interviews. Moreover, it uses participant observations including informal conversations with the pupils. The aim is to generate new knowledge on this topic, that can be used in both academic contexts and the development of inclusive practices in schools. Dialogues with pupils is in itself an inclusive practice, that in addition can foster the ongoing dynamic process of inclusion and inclusive practices in schools. This PhD project is part of INCLUschool, Department of Teacher Education (NTNU), a research project to gain new knowledge about inclusion and inclusive school practices. Adopting a user-centered, collaborative approach, it explores inclusion in a super-diverse school.

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