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International Perspectives on Inclusive Education
Simone Seitz, Petra Auer, Rosa Bellacicco
9783847426981
2023
268 pages
6*9
Paperback
Rs. 7495
International developments and impulses call for the equitable and inclusive design of education systems. This book takes this up and focuses on the often blurred relationship between inclusive education and educational equity. By compiling current research results and theoretical contributions from several European countries on the topic, the authors create an overarching framework for discussion.
Addressing the question of the relationship between inclusive education and educational equity, the book takes up a current topic on which there are still many unanswered questions. The need for theoretical foundations and clarifications is high. International impulses such as Agenda 2030, which formulate inclusive education and the reduction of social inequality as goals, explicitly call for this, but they encounter different education systems at the national level and are discussed differently accordingly. This book therefore deliberately places these questions in an international framework and compiles theory-based and empirical contributions by authors from various European countries. They establish connections between new research findings and theoretical conceptualisations that aim to stimulate a deeper discussion about the relationship between educational equity and inclusive education. The first part of the book starts with theoretical foundations and clarifications that offer innovative impulses for current discourses and at the same time can serve as starting points for further conceptualisation of research and practice. In the second part, current studies and research results from different national contexts are presented and discussed along the relationship between educational equity and inclusive education. Finally, the third part of the book is comprised of contributions that address specific ambivalences between policies, regulations and conceptual requirements and relate them to the question of what characterises an educationally equitable and inclusive education system.
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