HKIER

Abstract

Research on the nature of schools has demonstrated the significance of relationships and dialogue in creating more inclusive learning communities. However, some children and adults report that they feel most included when left alone. This article sets out to consider aloneness in schools and, in particular, ways of encouraging and enabling healthy solitude and also to serve as stimulus for empirical research in schools. Implications for practice are included.

Keywords: solitude; curriculum; play; education

摘要

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