Barriers that prevent the achievement of inclusive democratic education |
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| Authors: | Juan Eduardo García-Huidobro and Javier Corvalán |
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| Institution: | (1) Alberto Hurtado University, Erasmo Escala 1825, Santiago, Chile |
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| Abstract: | Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions
emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement
in a democratic society, along with the integration in schools of students from different social groups, the concept rarely
becomes reality, despite its frequent acceptance in discourse. This article analyzes mechanisms that inhibit agreement on
how equality and inclusion can be put into practice in education, taking as an example the case of Chile. One inhibitor is
a lack of in-depth discussions about the major tendencies prevailing in contemporary educational systems. In addition, three
types of segregation are linked to children’s exclusion from schools: charges for educational services, schools’ selection
processes and the use of economic incentives. Finally, the article presents possible consequences of two pedagogical orientations:
towards autonomous schools and flexible curriculum. |
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