The paradox of exclusion through inclusion. Interpreting inclusion from a critical pedagogical perspective.

Autor/inn/en	Wildemeersch, Danny; Koulaouzides, George
Titel	The paradox of exclusion through inclusion. Interpreting inclusion from a critical pedagogical perspective.
Quelle	In: European journal for Research on the Education and Learning of Adults, 14 (2023) 3, S. 307-323Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2000-7426
DOI	10.25656/01:28016 10.3384/rela.2000-7426.4525
URN	urn:nbn:de:0111-pedocs-280161
Schlagwörter	Integrative Pädagogik; Kritische Pädagogik; Erwachsenenbildung; Sonderpädagogik; Kritische Pädagogik; Inklusion; Erwachsenenbildung; Sonderpädagogik; Exklusion
Abstract	In our contribution we investigate firstly the general discussion on inclusion in education that had its origins in educational reform movements and in special needs education policies and practices. In line with this, we describe the growing interest in international organizations, resulting into varied attempts on national and local levels to create equal opportunities for all, with particular attention for students with special needs. We furthermore analyse how these concrete policies and practices of inclusive education often coalesced with deficit approaches, resulting into the above-mentioned paradox of exclusion through inclusion. In a next step, we explore how and why inclusive practices keep on reinforcing existing dependencies and possible ways out of the dilemma. In a final section we analyse how in adult education research literature, this paradox of exclusion through inclusion is dealt with and what answers are developed in this particular field of research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/1