The paradox of exclusion through inclusion: Lessons learned for adult education

• Danny Wildemeersch ^[1] ; George Koulaouzides ^[2]
  1. [1] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
  2. [2] Hellenic Open University

     Hellenic Open University

     Dimos Patras, Grecia

     
• Localización: New seeds for a world to come: policies, practices and lives in adult education and learning: Proceedings of the 10th ESREA Triennial Conference University of Milano Bicocca, Department of Human Sciences for Education 29 September- 1 October 2022 / coord. por Laura Formenti, Andrea Galimberti, Gaia Del Negro, 2023, ISBN 978-88-5526-918-6, págs. 395-400
• Idioma: inglés
• Enlaces
  • Texto Completo Libro
• Resumen

  • Inclusion is the new buzzword in policy initiatives related to economic, social, and cultural settings in many countries.The spread of this new buzzword requires some critical observations. Is ‘inclusion’ more than ‘a feel-good rhetoric’? In ourcontribution we investigate firstly the general discussion on inclusion in education that had its origins in educational reformmovements and in special needs education policies and practices. We furthermore analyze how these concrete policies andpractices of inclusive education often coalesced with deficit approaches. Then, we consider alternative views as developed byRancière and Arendt. In a final section we consider how in adult education research literature, this paradox of exclusion throughinclusion has been commented and what answers have been developed in this particular field of research.