Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education

This paper demonstrates that the notion of inclusion, which is used both in public policies and educational research, encompasses two distinct and incompatible concepts in the production of knowledge: inclusive education vs. social inclusion at school. This research deconstructs the notion of inclus...

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Detalles Bibliográficos
Autor: Armijo-Cabrera, Muriel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2018
País:Costa Rica
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Idioma:español
inglés
portugués
OAI Identifier:oai:ojs.www.una.ac.cr:article/9071
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071
Access Level:acceso abierto
Palabra clave:Inclusion
deconstruction
equity
equality
inclusive policies
Inclusión
deconstrucción
equidad
igualdad
políticas inclusivas
Inclusão
desconstrução
equidade
igualdade
id CR_82948c961f4e02b604c5fb1ddcd5c730
oai_identifier_str oai:ojs.www.una.ac.cr:article/9071
network_acronym_str CR
network_name_str Costa Rica
repository_id_str
dc.title.none.fl_str_mv Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
Deconstruyendo la noción de inclusión: Un análisis de investigaciones, políticas y prácticas en educación
Desconstruindo a noção de inclusão: uma análise de pesquisas, políticas e práticas em educação
title Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
spellingShingle Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
Armijo-Cabrera, Muriel
Inclusion
deconstruction
equity
equality
inclusive policies
Inclusión
deconstrucción
equidad
igualdad
políticas inclusivas
Inclusão
desconstrução
equidade
igualdade
políticas inclusivas
title_short Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
title_full Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
title_fullStr Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
title_full_unstemmed Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
title_sort Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in Education
dc.creator.none.fl_str_mv Armijo-Cabrera, Muriel
author Armijo-Cabrera, Muriel
author_facet Armijo-Cabrera, Muriel
author_role author
dc.subject.none.fl_str_mv Inclusion
deconstruction
equity
equality
inclusive policies
Inclusión
deconstrucción
equidad
igualdad
políticas inclusivas
Inclusão
desconstrução
equidade
igualdade
políticas inclusivas
topic Inclusion
deconstruction
equity
equality
inclusive policies
Inclusión
deconstrucción
equidad
igualdad
políticas inclusivas
Inclusão
desconstrução
equidade
igualdade
políticas inclusivas
description This paper demonstrates that the notion of inclusion, which is used both in public policies and educational research, encompasses two distinct and incompatible concepts in the production of knowledge: inclusive education vs. social inclusion at school. This research deconstructs the notion of inclusion in education, based on the analysis of theoretical texts and international studies in education (2000-2015). Therefore, in this paper we identify three main findings that allow us to define the two concepts: (1) they are processes of a different nature, based on specific definitions and languages; (2) they have different conceptions of democracy, which influence the focus on school or on society; and (3) they are based on different ontological principles, equity or equality, determining contradictory practices of implementation. In conclusion, we recommend considering which concept supports future research in education to propose studies, policies, and practices consistent with the ontological frame adopted.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-24
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dc.identifier.none.fl_str_mv https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071
10.15359/ree.22-3.8
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dc.language.none.fl_str_mv spa
eng
por
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eng
por
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13376
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13377
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13378
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/15101
dc.rights.none.fl_str_mv Derechos de autor 2018 Revista Electrónica Educare
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 22 No. 3 (2018): Revista Electrónica Educare (September-December); 1-26
Revista Electrónica Educare; Vol. 22 Núm. 3 (2018): Revista Electrónica Educare (setiembre-diciembre); 1-26
Revista Electrónica Educare; v. 22 n. 3 (2018): Revista Electrónica Educare (Setembro-Dezembro); 1-26
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spelling Deconstructing the Notion of Inclusion: An Analysis of Studies, Policies and Practices in EducationDeconstruyendo la noción de inclusión: Un análisis de investigaciones, políticas y prácticas en educaciónDesconstruindo a noção de inclusão: uma análise de pesquisas, políticas e práticas em educaçãoArmijo-Cabrera, MurielInclusiondeconstructionequityequalityinclusive policiesInclusióndeconstrucciónequidadigualdadpolíticas inclusivasInclusãodesconstruçãoequidadeigualdadepolíticas inclusivasThis paper demonstrates that the notion of inclusion, which is used both in public policies and educational research, encompasses two distinct and incompatible concepts in the production of knowledge: inclusive education vs. social inclusion at school. This research deconstructs the notion of inclusion in education, based on the analysis of theoretical texts and international studies in education (2000-2015). Therefore, in this paper we identify three main findings that allow us to define the two concepts: (1) they are processes of a different nature, based on specific definitions and languages; (2) they have different conceptions of democracy, which influence the focus on school or on society; and (3) they are based on different ontological principles, equity or equality, determining contradictory practices of implementation. In conclusion, we recommend considering which concept supports future research in education to propose studies, policies, and practices consistent with the ontological frame adopted.Este artículo plantea que la noción de inclusión, que es usada tanto por las políticas públicas como por la investigación en educación, abarca dos conceptos distintos e incompatibles en la producción de conocimiento: la educación inclusiva y la inclusión social en la escuela. Este estudio deconstruye la noción de inclusión en educación a partir del análisis de textos teóricos y fuentes internacionales de investigación científica en educación (2000-2015). Se presentan tres hallazgos principales que diferencian los dos conceptos: (1) son procesos de naturaleza distinta, fundados en definiciones y lenguajes específicos; (2) tienen distintas concepciones de la democracia, que influencian su focalización en la escuela o en la sociedad; y (3) descansan en principios ontológicos distintos, equidad o igualdad, determinando prácticas de implementación contradictorias. En conclusión, se sugiere considerar el concepto que sustente las futuras investigaciones en educación para proponer estudios, políticas y prácticas de acuerdo con el marco ontológico adoptado.Este artigo propõe que a noção de inclusão, utilizada tanto pelas políticas públicas quanto pela pesquisa em educação, abrange dois conceitos diferentes e incompatíveis na produção de conhecimento: educação inclusiva e inclusão social na escola. Este estudo desconstrói a noção de inclusão na educação a partir da análise de textos teóricos e fontes internacionais de pesquisa científica em educação (2000-2015). Apresentam-se três principais resultados que diferenciam os dois conceitos: (1) são processos de natureza diferente, baseados em definições e linguagens específicas; (2) eles têm diferentes concepções de democracia, que influenciam seu ponto de vista na escola ou na sociedade; e (3) dependem de diferentes princípios ontológicos, equidade ou igualdade, determinando práticas de implementação contraditórias. Em conclusão, sugere-se considerar o conceito que apoia pesquisas futuras em educação para propor estudos, políticas e práticas de acordo com o referencial ontológico adotado.Universidad Nacional, Costa Rica2018-07-24info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipaudio/mpegaudio/mpegaudio/mpegapplication/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/907110.15359/ree.22-3.8Revista Electrónica Educare; Vol. 22 No. 3 (2018): Revista Electrónica Educare (September-December); 1-26Revista Electrónica Educare; Vol. 22 Núm. 3 (2018): Revista Electrónica Educare (setiembre-diciembre); 1-26Revista Electrónica Educare; v. 22 n. 3 (2018): Revista Electrónica Educare (Setembro-Dezembro); 1-261409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaengporhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13373https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13374https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13375https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13376https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13377https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/13378https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/9071/15101Derechos de autor 2018 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:25:43Zoai:ojs.www.una.ac.cr:article/9071Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:25:43Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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