Le Paradigme Inclusif À Travers Le Prisme Des Rapports Sociaux Inégalitaires

Abstract

This article aims to build a theoretical and critical reflection on the concept of exclusion and of its use in educational research, particularly on its link with the inclusion paradigm. Following a theoretical proposition that takes into account the various social inequalities that explains exclusion in the school context, an analysis of the presence of these inequalities within the different historical waves of inclusion in school reinforces the notion that the inclusion paradigm, at first associated with integration, has developed in relation with exclusion. In conclusion, the article reiterates that the denunciation of social inequalities is necessary to avoid having the inclusion paradigm leading only to cosmestic changes that reinforce the status quo.

The Commitment to Promoting a Culture of Equity in Quebec Secondary Schools: Insights from School Stakeholders — A Secondary Publication

“…In this sense, based on historical waves marked by the different legal foundations of the international inclusive education movement [31] , exclusion processes are defined as resulting from various unequal social relationships, including the segregation of student populations, the reproduction of educational inequalities, as well as symbolic violence and the imposition of identities. These unequal social relationships can hinder the physical and pedagogical accessibility of the right to education for students from immigrant backgrounds, as well as their recognition in the school space [32] . Physical accessibility, addressed in a specific article of the Convention on the Rights of Persons with Disabilities, states that schools and their activities must be affordable and accessible to students, without architectural, financial, transportation, or informational constraints for participation [3,33] .…”

International discourses of inclusion and their local translation: Teachers' conceptions regarding an integration-inclusion reform in the canton of Bern (Switzerland)

“…d'appartenance. Cela exige notamment de leur permettre de questionner les contenus dispensés et les pratiques éducatives déployées (GOYER;BORRI-ANADON, 2019).Le paradigme inclusif postule en effet la modification structurelle de l'école dans son rapport aux élèves et à leur réussite éducative. PourPotvin (2020, p. 11):L'approche inclusive est une démarche continue de transformation des milieux d'apprentissage en vue de prendre en compte, dans le curriculum, les politiques et les pratiques, la diversité des réalités et des besoins des élèves, afin d'éliminer l'exclusion et d'assurer l'équité et l'égalité de réussite.L'approche inclusive demande de modifier la forme scolaire, en tant qu'institution normalisante, pour "surmonter les obstacles qui limitent la présence, la participation et laréussite d'apprenants" (UNESCO, 2017, p. 7).…”