Inclusive education, the dilemma of identity and the common good

Abstract

Accounts of inclusive education that locate the concept of inclusion within theories of individual rights face two problems. The first problem, called ‘the dilemma of identity’, assumes that on one hand we need communities to develop and ensure a sense of identity and a feeling of social inclusion, whereas on the other hand, inclusion is only partly ensured via such forms of inclusion. Inclusion necessarily entails participation in societal goods such as education. The second issue is that those rights accounts do not take seriously the distinctive social nature of inclusion. In this article, I suggest a basic distinction between communal and societal inclusion that serves as a background for a fundamental suggestion: to conceptualise rights to inclusive education as part of an account of inclusion as a common good.

Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature

“…Inclusion is often linked to ideas about commonality, as opposed to individuality and difference, seen as having broader social significance (Norwich, 2013). Ideas about inclusion as 'a common good' (Felder, 2019) and 'an ethical project' (Allan, 2005) underpin this view. Felder (2018Felder ( , 2019, for example, distinguishes between a societal and communal sphere; she argues that although communal (i.e.…”

“…Ideas about inclusion as 'a common good' (Felder, 2019) and 'an ethical project' (Allan, 2005) underpin this view. Felder (2018Felder ( , 2019, for example, distinguishes between a societal and communal sphere; she argues that although communal (i.e. about interpersonal relationships) inclusion might leave space for the expression of individual interests (e.g.…”

Forming of identity in the process of inclusive education

“…Постоји нека врста сагласности да у редовним школама присуство ученика са тешкоћама у учењу не умањује образовни учинак просечних ученика али пружа довољно добробити у социјалном, емоционалном и образовном статусу деце са посебним потребама (Felder, 2019).…”

“…Успешна реализација зависи од општег дизајнирања образовног система, а не само од социјалне улоге образовања. У повољно дизајнираном образовном систему учење и социјална инклузија дају основе за правилну социјализацију и развој (Felder, 2019). Бихејвиорални и социјални циљеви у инклузивном разреду значајнији су од циљева самог подучавања у структури индивидуалног процеса развоја детета са посебним потребама те приступ овој деци треба да буде усмерен ка њиховим потребама јер основни циљ инклузивног образовања јесте квалитативна промена у развоју деце са посебним потербама (Chopik: Sinov, Fert, 2021).…”

The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All

“…In contrast to voices arguing for creating different learning environments for different children, scholars, policy makers, teachers, and parents in favor of inclusion for all stress, in different talks and articles, that all children in a society should have an equal right to get adequate opportunities to develop wellbeing, agency, identities, and competences in order to become capable to participate fully and equally in the society (UNESCO, 1994;Ainscow and César, 2006;Cigman, 2007;Felder, 2019). This objective cannot be reached if some children are educated in a segregated context.…”