Reconsidering Inclusion

Ekins, Alison

doi:10.4324/9781315563183

Cited by 8 publications

(4 citation statements)

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“…It constitutes one of the objectives of the inclusive approach, specifically centered on "the most vulnerable" students to guarantee their right to education: "[e] quity challenges the system's ability to provide resources, implement means adapted to needs, make its services and resources accessible without discrimination, and adapt its practices and curriculum to make them meaningful and relevant" [19] . Thus, by its systemic nature, we prefer the term "culture of equity" here, similar to other works, to surpass a prescriptive and decontextualized logic where equity is reduced to a list of practices to be implemented, recognizing the importance of a shared vision among educational community actors in this regard [20,21] . Equity practices are conceived as bidimensional, consisting of the actions taken, as well as the strategies and ideologies carried [22,23] .…”

Section: Conceptual Frameworkmentioning

confidence: 99%

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Borri-Anadon,

Audet,

Lemaire

2024

JCER

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This paper presents the results of a research project on the intercultural climate in schools and the academic success of immigrant students in Quebec. The intercultural climate in eight secondary public schools is documented from the standpoint of various school and community stakeholders, students, and parents. More specifically, the paper focuses on the commitment to promoting cultural equity, which is identified through interviews with the targeted stakeholders on exclusionary practices and processes and the practices implemented to counter them. The results identify five areas of vulnerability among certain minoritized groups of students: the transition from welcoming to regular classes for those students learning French, evaluation and support for those experiencing learning or behavioral difficulties, the referral of these students to adult education programs or work-oriented training programs, their participation in extracurricular activities, and their access to special school projects. Nonetheless, some schools do report the introduction of many equity practices in response to the exclusionary ones. However, these initiatives are mostly occasional and voluntary and pertain to interactions between individuals. These findings call for a discussion on the importance of systemic and concerted initiatives towards achieving equity.

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Section: Conceptual Frameworkmentioning

confidence: 99%

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Borri-Anadon,

Audet,

Lemaire

2024

JCER

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“…Los alumnos y alumnas con altas capacidades intelectuales son protagonistas del liderazgo en la promoción del conocimiento, la innovación y la cohesión social (Jiménez, 2010). Debido a ello, desde los sistemas educativos se les debe de ofrecer la posibilidad de recibir una respuesta educativa individualizada que atienda al conjunto de sus potencialidades, esto se conforma como una verdadera necesidad en pro de la inclusión educativos de todos y todas (Ekins, 2017;García-Perales, Jiménez, & Palomares-Ruiz, 2020;Syed & Ozbilgin, 2015).…”

Section: Conclusiónunclassified

Prevalencia de la alta capacidad intelectual en los centros educativos españoles

García Perales,

Rocha

2023

Perspectiva

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La individualización de los procesos de enseñanza y aprendizaje constituye un aspecto clave de una educación inclusiva de calidad. Dentro del logro de tal finalidad, se encuentra la respuesta educativa dada a los escolares con altas capacidades intelectuales. En este artículo, se ha realizado un acercamiento a la prevalencia de casos diagnosticados en las regiones españolas para el curso académico 2020/2021, último del que se disponen de datos en el Ministerio de Educación y Formación Profesional para enseñanzas no universitarias. Los resultados han reflejado que las cifras de diagnóstico son bajas de forma generalizada a excepción de algunas regiones concretas. Se han tomado en consideración el sexo, la etapa educativa y la titularidad del centro como variables moduladoras para el análisis descriptivo realizado. En nuestras aulas aparecen escolares con distintas potencialidades y sus necesidades deben de ser atendidas por los profesionales de la educación. En este sentido, se ha observado que todavía queda camino por recorrer.

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“…Such affective response can move us towards what Kinsella terms 'affectivism': an agential activism informed by affect and aesthetics, that produces transitive passage for postmemory. 106 Affectivism is the production of a particular subjectivity and agency that signifies a capacity for transformative, rather than simply reactive, response: where transactive affects are prioritised over communicative effects. The distinction between transactive affects and communicative effects comes from Jill Bennett who suggests communication as a modality of language, signifying and representational apparatuses that can easily be appropriated, reduced or mimicked.…”

Section: Connective Affectospheres and Agential Affectivism: The Tran...mentioning

confidence: 99%

Legal Aesthetics in The Touching Contract: Memory, Exposure and Transformation

Enright¹,

Kinsella

2021

Law, Culture & the Humanities

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This paper considers how an artwork might play a role in the political, legal and aesthetical ‘working-through’ of historical injustices. With specific reference to Sarah Browne and Jesse Jones’ participatory performance project, The Touching Contract (2016), we consider how traumatic affects from Ireland’s past continue to shape the present. Drawing primarily on the work of Jacques Rancière and Bracha L. Ettinger, we argue that The Touching Contract has the capacity to transform participants’ relation to legal history in two ways. First, by juxtaposing unspoken histories of female bodily vulnerability in relation to law with legal form during an encounter with participatory performance, this art project generates ‘mystery’, producing a productive ‘interval’ (Rancière) between the common sense of legal history and its potential re-calibration. Second, in its production of a relational ‘affectosphere’ (Kinsella), The Touching Contract provokes participants’ capacity to engage with that interval, to be genuinely affected by the transmission of legal history and respond to it in new ways.

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Reconsidering Inclusion

Cited by 8 publications

References 0 publications

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

Prevalencia de la alta capacidad intelectual en los centros educativos españoles

Legal Aesthetics in The Touching Contract: Memory, Exposure and Transformation

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