Inclusive education and social inequality: an update of the question and some geographical considerations

Abstract

The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section ''Two parallel concerns'' retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section ''Inclusive education in academic publications'' scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section ''Inclusive education in the publications of international organizations'' notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section ''The geographical dimension of inclusive education'' puts forward a few arguments in favour of paying more attention to inclusive Original language: Spanish.This article is one of the outputs of the research projects financed by the Spanish Ministry of Education and Science under the title Ma´s alla´de la focalizacio´n: educacio´n, desarrollo y polı´ticas contra la pobreza (Beyond focalization: education, development and poverty-reduction policies) SEJ2005-04235/SOCI.

Inclusive education in developing countries: a closer look at its implementation in the last 10 years

“…An example Alur (2008) points out is that in the Indian context students with disabilities were exempt from education policy because discussions did not lead to decisions. So far, according to Rambla et al (2008) UNESCO/IBE workshops have contributed to the discussion on inclusive education in Asia and Sub-Saharan Africa, but did not result in any projects to increase the number of students with special educational needs in regular education. The only outcome is the description of the current status of students with disabilities in UNESCO reports.…”

Mujeres en la Economía Social y Solidaria: ¿alternativas socioeconómicas para todas?

“…23. Estrechamente relacionado con el nivel socioeconómico, como se señala en particular desde la amplia literatura sobre desigualdades sociales en el sistema educativo (véase por ejemplo Tarabini y Curran (2015), Rambla et al (2008) y Reay (2010. que acceden a la ESS están en posesión de estudios universitarios (sea licenciatura, grado o superior) y el acceso de personas con estudios básicos es mínimo.…”

Handbuch Inklusion international / International Handbook of Inclusive Education

“…So bleibt für zukünftige Forschungsbemühungen eine deutliche Erweiterung der international vergleichenden Perspektive zu den Inklusionsentwicklungen im sogenannten "Global North" durch die Berücksichtigung des "Global South" bisher offen Hummel 2021;Schreiber-Barsch/Rule 2021;jeweils i.d.B.). Insbesondere jüngere Untersuchungen zur integrativen/inklusiven Bildung im internationalen Vergleich haben die hegemoniale Bedeutung dieses Konzepts in Frage gestellt (Grech 2011;Rambla et al 2008;Urwick/Eliiot 2010). So machen Naraian und Amrhein (2020) darauf aufmerksam, dass die Aufrufe zur Überprüfung des Verständnisses von Inklusion und ihrer theoretischen wie praktischen Implikationen innerhalb der Wissenschaft im Globalen Norden noch wenig Beachtung gefunden haben (siehe Naraian 2016;).…”