POLITICS AND INCLUSION:
biographical and conceptual approach
DOI:
https://doi.org/10.12957/periferia.2024.79971Keywords:
Education, Politics , Special, InclusionAbstract
The article proposes two complementary approaches: a personalized, biographical approach with a historical dimension; and a conceptual approach. The first part shows the evolution of my professional commitment in France, first in the “Centre National de Pédagogie Spéciale” a training center for special education teachers, then in CRESAS, a research organization on schooling, and finally at the Université Paris Descartes, with various international collaborations and militant political and social commitments. Through this personal evolution, we see the transformations in national policies that have gone beyond special education and now value inclusive education. The second part analyzes the concepts of inclusion and inclusive education, referring mainly to UNESCO documents. The relativization of the relationship between the normal and the pathological opens up new representations of disability and special educational needs. The final question addressed is that of the international and national dimensions of inclusive education policies. Practical recommendations are also formulated with a view to the concrete application of the right to education for all.
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