Growing Talent for Inclusion (GTI) employs an Appreciative Inquiry (AI) approach to improving social dynamics in the classroom. Appreciative Inquiry is a management change process which has been used within large organisations
and communities but less commonly at classroom level (Cooperrider, Whitney & Stavros, 2003; Egan & Lancaster, 2005; Ludema, Cooperrider & Barrett, 2001). This paper outlines the principles and process of Appreciative Inquiry, discusses how these were applied in the Growing Talent for Inclusion (GTI) project and reflects on the methodological issues that arise from this type of action research