摘要：AbstractThe paper reports on a cycle in an educational action research (EAR) that engaged pre-service teachers in making sense of inclusion and exclusion as features of sustainable and unsustainable modes of relationships. Experience-based reflections on definitions of inclusion and exclusion gleaned from studies of relevant theoretical literature and derived from reflexive insights of the participants of a similar EAR conducted a year before suggest that future teachers tend to relate to the contextually broader statements about inclusion that originate from the latter source and to make sense of exclusion by highlighting the negative affective experiences that it involves.
