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The present study constitutes a contribution to the development of the concept of inclusive style as the basis of inclusive stylistics. The author provides a justification for the necessity of such a style and presents fundamental concepts for the description of an inclusive style. The ideology of social inclusion is the theoretical foundation upon which the programme is based. The ideology of social inclusion is predicated on the notion that an inclusive society is both legitimate and stimulates the promotion of inclusive communication in social practice. The author further develops his theory of such communication, and, building on its background, he presents ideas aimed at illuminating an inclusive style. He comprehends this style as the unity of inclusive communication and language style, and consequently responds to the need to clarify communication and language style, as well as the relationship between them. The study calls for empirical investigation of communication from the perspective of inclusive language use, alongside the monitoring of anti-inclusive factors.

The present paper aims to develop the theoretical concept of inclusive persuasion. A fruitful moment for reflection on inclusivity in persuasion is the acknowledgement that a difference of opinion—and the accompanying psychological moment of resistance on the recipient’s side—is an inherent component of persuasive activity. In the present paper, further anti-inclusive factors in persuasion are identified (situation, social hierarchy, ego and personality orientation of the interactants, etc.) that can be, to a certain extent, neutralised through the adoption of an inclusive persuasive style. The present paper draws upon psychological accounts of persuasion (Grác 1985; Rosenberg 2019) to posit the notion that legitimate persuasion is an interaction in which both the persuader and the persuadee manifest and actively assert their agency, in accordance with the principle of participant involvement. The objective of the present paper is twofold: firstly, to provide a linguistic account of inclusive persuasion and, secondly, to demonstrate selected linguistic and communicative acts that contribute to the inclusive stylization of persuasive interaction. Furthermore, we interpret inclusive persuasion, in accordance with F. Miko’s (1982) framework, as a form of value-based communication, and address the following questions: What are the factors that contribute to the value conveyed through persuasive communication? What values guide the communicative behaviour of participants in inclusive persuasive interactions? How do participants exert value-based influence on one another through persuasive communication?

The contouring of inclusive stylistics as a new key concept of this discipline is inspired by panchronic continuity (especially) with rhetorical and stylistic considerations, as well as with considerations originating in the wider context of social sciences in the intersection of scientistic and antiscientist methodological frameworks. The inclusive style is a pillar of stylistics that aims to meet the communication needs of civil society of the 21 century. I integrate considerations on the way to inclusive stylistics (as a subset of interactional stylistics) in the spirit of the cognitive pluralism of the time (Gajda 2022, p. 8) as my contribution to the plurality of stylistic considerations in the name of unity in the diversity of the discipline. The attached text is an entry “shoot” to the team project of inclusive stylistics.

The contouring of inclusive stylistics as a new key concept of this discipline is inspired by panchronic continuity (especially) with rhetorical and stylistic considerations, as well as with considerations originating in the wider context of social sciences in the intersection of scientistic and antiscientist methodological frameworks. The inclusive style is a pillar of stylistics that aims to meet the communication needs of civil society of the 21st century. I integrate considerations on the way to inclusive stylistics (as a subset of interactional stylistics) in the spirit of the cognitive pluralism of the time (Gajda 2022, p. 8) as my contribution to the plurality of stylistic considerations in the name of unity in the diversity of the discipline. The attached text is an entry “shoot” to the team project of inclusive stylistics.

Abstract This chapter builds upon two case studies, in Flensburg (Germany) and Essunga (Sweden), within the European Agency for Special Needs and Inclusive Education project Organisation of Provision to Support Inclusive Education (OoP). The cases highlight general policy issues and challenges relating to inclusion in Europe and, more specifically, the complex question of how to change school culture and structures in order to increase the inclusive capability of schools, thereby raising the achievement of all learners. The cases illustrate the need for co-ordinated changes both at municipal-political and administrative level and at school level. The findings also highlight the importance of what Kim and Mauborgne (Kim, W. C., & Mauborgne, R. (2003). Tipping point leadership. Harvard Business Review, April, 61–69.) termed ‘tipping-point leadership’ in a study on positive transformation of the New York Police Department’s culture and structures during the mid-1990s. In Flensburg and Essunga, the leaders at different levels co-operated in an extraordinary situation and created a common crisis awareness among the staff, an understanding of the necessity to change, and ways to support the professional organisation to develop a new, more inclusive thought-action style with greater influence on learner achievement.

Purpose This paper aims to investigate the relationship between inclusive leadership (IL) and organizational inclusion (OI) in literature and explores the contribution of IL and OI in human resources development (HRD). Design/methodology/approach The systematic literature review was undertaken from peer-reviewed journals. In total, 68 articles were critically analyzed to be included in the review highlighting the relationship between IL and OI. Findings The paper provides insights into leader behaviors that foster IL and how it differs from other styles of leadership. The paper also proposes a theoretical model to show the relationship between IL and OI. Practical implications The study will facilitate creating awareness in practitioners and academicians who think inclusion is mostly concerned with disabled learners, which is misleading. The paper will help the concerned stakeholders to formulate HRD practices to foster an inclusive culture at work. Originality/value The paper explores an area less researched and is among the few review papers investigating through the relationship between IL and OI and how they impact HRD practices in an organizational set-up.

This introduction to the themed special issue raises provocative questions about the nature and meaning of co-production by engaging specifically with voices from the margins - groups and individuals who occupy marginalised embodied subjectivities. Key themes emerging from the papers raise questions about the nature and meaning of co-production. We suggest a need to move away from a focus on co-production or even participation towards empowerment and inclusivity. We urge researchers to be explicit about the meaning of the terms \"participation\" or \"co-production\" to think critically about the \"communities\" with whom we research and how research forges positive social change.

Worldwide, COVID-19 has affected the most deprived communities the hardest and exposed many systemic inequalities, leaving nations vulnerable and destitute. The need for quality education, while heeding to international mandates, including enacting the sustainable development goals (SDG), has become more apparent in promoting equitable and inclusive education for all, which remains a challenge in South Africa with its inherited inequalities. The purpose of this study was to understand how the COVID-19 challenge refocused the commitment of five principals from rural schools in two education districts of the Northern Cape province of South Africa to address resurfaced historic inequalities, including digital access and fluency to attain an equitable learning environment. Semi-structured emailed interviews were conducted with the participants. A thematic analysis of their experiences of the pandemic through the lens of flexible learning theory, revealed that teachers and learners often experienced discrimination-related stress, especially with virtual learning approaches, as schools often cannot offer remote services to advance learning. Furthermore, the participants voiced their uncompromising commitment to inclusion while engaging teachers and learners in identifying possible problems and proposing solutions post-COVID-19. Though the current crisis seems to have perpetuated and deepened existing inequalities in disadvantaged rural South African schools, some school principals are hopeful that as the reality has now been laid bare, it may prompt more urgent action. The paper recommends that school principals and teachers will have to refocus teaching practices towards flexible, inclusively delivered teaching through working collaboratively across disciplines so that they build their personal resilience and advance their technological skills to meet the demands of remote and online learning during a pandemic and beyond.

Promoting entrepreneurial team performance has been an important research topic for scholars. However, the relationship between inclusive leadership and entrepreneurial team performance has rarely been studied. This study constructed a model to uncover the mechanism by which inclusive leadership affects entrepreneurial team performance. The empirical results revealed that inclusive leadership was positively related to entrepreneurial team performance. Inclusive leadership positively predicted team engagement and inclusive climate, which, in turn, facilitated team feedback seeking and ultimately enhanced entrepreneurial team performance. Moreover, leader team representativeness strengthened the positive relationship between inclusive leadership and team engagement. The theoretical implications are that inclusive leadership is essential in promoting members' engagement and inclusive climate for better performance, which provides more comprehensive insight into entrepreneurship literature. The practical implications are that greater attention should be paid to cultivating inclusive leadership.

PurposeDrawing upon social exchange theory and self-determination theory (SDT), this study investigates the influence of psychological empowerment (PE) on innovative work behavior (IWB) among faculty members in Iraqi institutions of higher education. Additionally, this study aims to explore the role of inclusive leadership (IL) as a mediator between PE and IWB. Academic institutions are vital contributors to economic expansion through their research and the development of highly qualified graduate employees.Design/methodology/approachTo test the developed hypotheses, a quantitative approach was used with structural equation modeling via partial least squares (PLS-SEM) and bootstrapping estimation. The analysis was conducted using 497 responses.FindingsThe results of this study demonstrate that PE has a positive impact on IWB among faculty members. Furthermore, IL mediates the relationship between PE and IWB.Originality/valueThis study contributes to the existing literature by highlighting the significance of IL in encouraging employee participation in organizational change. The findings also suggest that IL plays a crucial mediating role in the relationship between PE and IWB among faculty members in Iraqi institutions of higher education.