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This presentation is part of a week-long workshop hosted by Universidade da Coruña. It sets out a series of three multinational Erasmus+ projects designed to embed more inclusive pedagogies in the curriculum, with a particular emphasis on internationalisation at home, equity, diversity & inclusion and the sustainable development goals (SDGs).
Diverser a project of inclusive education from and for diversity
A Diverser a project of inclusive education from and for diversityThis article is a systematization of experiences related to inclusive education. From which the Universidad del Atlántico has been a leader in knowledge, promoting the development and transformation of the Caribbean region. Through a critical interpretation of this experience in its reconstruction, to understand the phenomenon, discover, and explain the logic of the process, the factors that have intervened in it, how they have related to each other and why they have done it in that way and not another. The systematizations of experiences involve a reflection on the practice, recapitulate what has been done, to relate it to other experiences or theoretical constructs that support or sustain it. It is a search for logic of meaning through the pertinent theorization with the developed actions. Once the results were obtained, a validation of them was conducted through a traffic light. For the indicators measured in the different scales (frequency, recognition, and existence), the percentage of people who had a favorable response was calculated and based on this percentage, the traffic light was obtained, achieving some results with which they triangle with the experiences conducted and the theoretical foundations. The scope of this research, established as a defined purpose for the educational community of the Universidad del Atlántico to take a critical approach to the experiences developed from an institutional project. Which accounts for learning that contributes to improving them, with the aim of contributing to a critical dialogue between the actors of educational processes?
The basic assumption is that the school system has to be modified in order to respond to the needs of all of its pupils, regardless of their psychological, physical, social and cultu ral difference. In other words, it is not the schoolchildren who must integrate and adapt to the system; on the contrary, it is the system that must recognize, embrace and adapt its own school population, in accordance with the existing diversity among its students. We believe that the funds of knowledge educational programme is an approach that enables teachers to design inclusive learning environments. This has been illustrated and demonstrated by several empirical studies. What we propose to do here is to briefly outline the origin and context of the programme and then illustrate some of applications of the approach in different national contexts.
EUNEC secretariat, Koning Albert II-laan 37, 1030 Brussels www.eunec.eu Eunec at work EUNEC seminar on 'Making education more inclusive'May 24, 2017On 18 and 19 May 2017, EUNEC organized a seminar on 'Making education more inclusive', hosted by the Institute of Education Sciences, Bucharest. Participants from 13 countries, experts and stakeholders in education and training, shared experiences. The stage was set by Luminita Costache, Education specialist, UNICEF Romania; by Professor Mark M. Alter, professor of Educational Psychology, New York University (Pages 10 to 20) and by Paula Frederica Hunt, Inclusive Education Consultant at the UNICEF Central and Eastern Europe and Commonwealth of Independent States Regional Office (CEE/CIS). Then participants had the opportunity to visit school number one in Bucharest city centre. The second day of the seminar was dedicated to debate, after input from EUNEC members from Romania, Portugal and Lithuania.READ MORE The full report and the statements of the EUNEC seminar on ‘Making education more inclusive’, Bucharest, 18-19 May 2017, are now available at the EUNEC website.
Maligned Mobilities, absences and emergencies: refugee education in Australia
International Journal of Inclusive Education2019 •
Refugees are seldom admired or applauded for their resolve and resilience, and their post and pre-migration experience rarely serves as the basis for the development of educational practice or policy solutions. Using a postcolonial theoretical framework this paper argues that while the maligned mobility and disparaged figure of the ‘refugee’ serves to establish and reconstruct exclusionary national identities, the same identities can be represented to offer new possibilities for inclusive education. Informed by southern epistemology and the sociology of absences and emergence (Boaventura de Sousa Santos, 2012. “Public Sphere and Epistemologies of the South”, Africa Development. 37(1) 43–67; Boaventura de Sousa Santos, 1997 “Toward a Multicultural Conception of Human Rights”, Zeitschrift für Rechtssoziologie, (10) 1-5), this paper discusses the anticipatory and emergent dimensions of refugee education. A focus on the pre- and post-settlement experience of refugees brings to light both their determination and strength as well as the complex and sometimes contradictory effect of racism and racialisation. Consideration of absences in relation to the anticipatory and emergent dimensions of education illuminate how inclusive education can serve as an instrument of resistance, transformation, and reconstruction. It shows how refugee mobility can open up possibilities for new forms of intelligibility, community and humanity.
The policy of inclusion in schools is being implemented in countries around the world. This development challenges teachers to search for pedagogy and practices that will strengthen their professionalism in addressing diversity in their classroom. In this chapter inclusion is emphasized as an ongoing and never-ending process. It is grounded in the ideologies of social justice, democracy, human rights and access to education for all. Inclusion is discussed in three terms: (i) as inclusive education that stands for the process of increasing participation and decreasing exclusion; (ii) as inclusive pedagogy that focuses how to teach in inclusive schools; and (iii) as inclusive practice that stands for how the concept of inclusion acquires meaning in practice. Furthermore the chapter describes key methods for developing inclusive practice as teachers prepare teaching, as they teach and collaborate with others. Science education is important for everyone and therefore it is critical to develop equitable opportunities for all pupils to achieve and be successful in the subject.
Mediterranean Journal of Social Sciences
Pedagogy of Inclusion: A Quest for Inclusive Teaching and LearningThe Oxford Research Encyclopedia of Education
Inclusive Education and the Progressive Inclusionists2020 •
It is 25 years since the Salamanca Statement became piviotal in encouraging nations to move towards inclusive education. Much progress has been made, yet the question must be asked if inclusive education has now plateaued. Inclusive education can be comparted to a bycicle where momentum powers it forward and it must continually move in order to stay upright. With this movement also needs to come a clear direction of travel. Movement for the sake of movement will not bode well. If full inclusion is to succeed as a universal actuality, not just an admirable goal, then it must be clear how to push the majority of countries forward thus achieving full inclusion for most rather than a few. In many countries the reality of the principles of inclusive education are not reflected in every day schooling. There have been many successes in inclusive education over many years in many countries and these should be celebrated. It is argued in this article that full inclusion is considered an overreach of inclusivists with most countries not achieving full inclusion, however others argue that it is still attainable. From this point where can the inclusion movement go? Has it, in effect, reached the end of of its journey such as a bike with no rider-eventually the bike will fall over.
2019 •
In Australia and internationally much still needs to occur to promote inclusive practices in education and society with many educators not feeling equipped to recognise or appreciate diversity or cater effectively for inclusion (Hardy & Woodcock, 2015). It is into this space that a University of Southern Queensland team of researchers, practitioners, and academics intends to contribute an open textbook 'Opening Eyes onto Inclusion and Diversity'. With embedded audio–visual components, the Open Textbook is designed to enhance the quality of the reader’s experience with each chapter posing key understandings underpinning inclusion and diversity. Readers are encouraged to answer questions on culture, special learning needs, varied educational contexts, gender diversity and more. The key expected outcome of this open textbook is to engage readers in making meaning of inclusion and diversity and applying their learning to their own individual contexts.
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