Abstract
The purpose of this chapter is to promote open reflection and discussion on inclusive education as a matter, among other considerations, of and for social justice. To support this task, we draw on the mass of theoretical, experiential and practical knowledge that has accumulated on this topic, at an almost exponential rate, since the 1990s, and that has enabled for significant progress. But certain questions have also been raised that need to be considered if we are to avoid repeating errors of the past and to rethink future steps as well as we can. In this context, this chapter does not intend to assemble the available knowledge, which is extremely difficult given that the development of a more inclusive education involves all the elements of an education system. Rather, its aim is to generate a debate around some aspects that are emerging as significant, particularly those related to the opportunity, or not, to converge with perspectives and proposals such as those of education for social justice, equality and global citizenship. Its purpose is to highlight the way in which systems of oppression intersect and constitute each other, as well as ways to confront them through education in order to build fairer societies. Perspectives and paths that undoubtedly share common denominators that should enable important synergies for the much-needed and urgent transformation of education, but also differential aspects that, from their unique nature should nonetheless contribute to the recognition of the equal dignity and rights of all learners, without exclusions, to an education of quality.
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Notes
- 1.
- 2.
Emerging Narratives about Inclusive Schools Based on the Social Model of Disability: Resistance, Resilience and Social Change (RTI2018-099218-A-I00), funded by the Ministry of Science, Innovation and Universities. All the cases addressed will come from this investigation, as long as no other source is cited.
- 3.
This statement is applicable to many other education systems in the world, as can be seen in multiple publications (e.g. Calderón et al., 2020; UNESCO, 2020a, b). The Spanish education system that we analyse in this chapter can serve as a mirror for other countries, because if it violates human rights, “How many of the countries that ratified the Convention are systematically engaging in serious human rights violations in schools?” (Calderón-Almendros, 2018, p. 1670).
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- 5.
Carmen and Malena are part of the group “Students for Inclusion”, that has been developing a challenging project that generates a new line: changes can be brought about by students, those who “bridge” power and emphasize the improvement of the lives of all students directly. Its first contribution is the guide “How to make your school inclusive”, published in 2021 by the Ministry of Education and Vocational Training (VT).
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Beyond our borders, hate speech has uninhibitedly entered the international political landscape.
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Soldevila-Pérez, J., Calderón-Almendros, I., Echeita, G. (2022). My (School) Life Is Expendable: Radicalizing the Discourse Against the Miseries of the School System. In: Collet, J., Naranjo, M., Soldevila-Pérez, J. (eds) Global Inclusive Education. Inclusive Learning and Educational Equity, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-031-11476-2_2
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