Altering the model: the challenge of achieving inclusion |
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| Authors: | Inés Aguerrondo |
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| Institution: | (1) Universidad de San Andrés, Buenos Aires, Argentina |
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| Abstract: | Besides “inclusion” meaning incorporation within the education system, there is also “inclusion” signifying the incorporation
of knowledge, two distinct processes which went hand-in-hand to start with but which, as education systems expanded, have
begun to drift apart. While the population as a whole, including the more deprived sectors, has improved its educational level
over past decades, in more recent times there has been little to show for the considerable efforts made. It is as if the process
had reached a ceiling, owing to practices of educational marginalization that are so embedded that they perpetually recreate
themselves. The education system has lost its bearings because a new approach is needed with the emergence of the information
and communication society, which implies a new definition of knowledge, cut off from its origins. The idea of “including”
must also be a key notion in relation to the search for a fairer, more democratic society. This implies developing a number
of viewpoints or fundamental attitudes when we consider inclusive education. There is the ideological/political point of view—which
means developing the ideal of justice and democracy within the framework of education as a right; the epistemological aspect—which
entails supporting the new educational approach in the very latest developments of the theory of complexity; the pedagogical
aspect—which entails adopting the advances made in the new learning sciences in order to develop a new “technology of educational
production” (didactics) that will guarantee the entire population’s ability to reason; and the institutional point of view—which
requires reviewing the notion of a “school system” and incorporating other institutional spaces by considering the whole of
society as offering potential “learning environments”.
Inés Aguerrondo
(Argentina) Sociologist. Lecturer, Universidad de San Andrés and Pontificia Universidad Católica Argentina. Former Under-Secretary
of Programming at the Ministry of Culture and Education (1993–1999) in charge of substantive aspects of educational changes
in Argentina. For 30 years she worked as a technical adviser at the Ministry’s Educational Planning Unit. She has been a consultant
for many international organizations (including OAS, OREALC, IDB and OECD-CERI), while engaging in writing many books and
articles. Currently, she is a consultant-researcher for UNESCO-IIEP in Buenos Aires. |
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| Keywords: | Social inclusion Inclusive education Education reform Learning environment |
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