Educational Inclusion and Belonging: A Conceptual Analysis and Implications for Practice

Autor/inn/en	Kovac, Velibor Bobo; Vaala, Birgit Lene
Titel	Educational Inclusion and Belonging: A Conceptual Analysis and Implications for Practice
Quelle	In: International Journal of Inclusive Education, 25 (2021) 10, S.1205-1219 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1603330
Schlagwörter	Inclusion; Student Diversity; Interpersonal Relationship; Social Influences; Educational Environment; Educational Practices; Teacher Role + Suchen Sie Ihr Suchwort? Inklusion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialer Einfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungspraxis; Lehrerrolle
Abstract	The idea of educational inclusion has become a prevalent approach in school organisation and practice in many international contexts. However, theoretical challenges concerning definitional boundaries of inclusion are frequently noted in contemporary literature. Belonging is one of the concepts that is regularly used virtually interchangeably with inclusion. It is argued in the present paper that the indiscriminate pairing of inclusion and belonging represents a conceptual imprecision, consequently resulting in difficulties when trying to successfully and adequately implement inclusion in practice. The main aims of the present paper are to (1) provide a conceptual analysis of belongingness, (2) identify specific processes that show why pairing of belonging and inclusion might be misleading and (3) outline a framework that might be useful to educational practitioners in dealing with inclusion in concrete situations. The analysis identifies three main processes that obstruct inclusion and should always be considered in practice: (1) diversity, (2) evaluative social categorisation and (3) regulation of closeness and distance. We conclude that awareness about these conceptual nuances is useful for educators in dealing with the challenges of practising inclusive measures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01