This article demonstrates how action research can fill a theoretical gap in the literature on ‘social exclusion’. Although the literature points to the centrality of ‘relationships’ in overcoming exclusion, it offers little theory on the nature of these relationships and how they are formed. This article presents ‘actionable knowledge’ for creating interpersonal relationships that interrupt processes of exclusion. It draws on the findings of an ‘action science’ inquiry process carried out by the staff of an intervention program that helps schools work more effectively with students characterized by chronic failure. The article describes how the concept of ‘social exclusion’ entered the discourse of the inquiry and helped practitioners frame their practice problem and intervention strategy. It then analyzes the program’s specific ‘theory of action’ for forming inclusive relationships. Finally it addresses the validity and the generalizability of action science research aimed at developing a theory of inclusive practice.
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