Inclusive Education 2030: Issues and implications for Latin America. Chapter 3.

Autor/in	Opertti, Renato
Titel	Inclusive Education 2030: Issues and implications for Latin America. Chapter 3.
Quelle	Aus: López, Néstor (Hrsg.); Opertti, Renato (Hrsg.); Vargas Tamez, Carlos (Hrsg.): Youth and changing realities: rethinking secondary education in Latin America. Buenos Aires: UNESCO (2017) S. 57-70 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-92-3-100204-5
Schlagwörter	Bildung für alle; Bildungschance; Bildungssoziologie; Chancengleichheit; Chancengleichheit; Integration; Sozialpädagogik; Lateinamerika; Recht auf Bildung; Recht auf Bildung; Sekundarbereich; Inklusion; Sozialpädagogik; Integration; Überblick; Benachteiligter Jugendlicher; Lateinamerika
Abstract	Sections of the chapter: 3.1 Background; 3.2 Four ideas on inclusive education; 3.3 An overview of inclusive education in Latin America; 3.4 Challenges for achieving inclusive education; 3.5 Pending issues - "The 2030 Education Agenda approved in May 2015 (...) positions inclusive education as one of the hubs of transforming education and education systems (...). Given this viewpoint, Latin America becomes an excellent window of opportunity for rethinking inclusive education as a key ingredient for a new generation of social and educational policies in accordance with the goals of the 2030 Agenda for Sustainable Development (...).This chapter discusses three dimensions of analysis, which may help position this new global agenda regionally. Firstly, four fundamental ideas are examined on inclusive education that have impacted the international debate of the last 70 year (...) Secondly, it is argued that the development of inclusive education in Latin America is, to a great extent, permeated by these four ideas. (...) Thirdly, a series of tensions and challenges are identified that are linked to policy dilemmas specific to an inclusive education approach. (...) Finally, we ponder whether a renewed emphasis on inclusive education as set out in the 2030 Education Agenda entails rethinking the educational aims and the design of the education system for the purpose of shaping a sustainable development that is engaging, conciliatory, fair and equitable." [Abstract: Author's information].
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2019/1