Broadening the view of inclusion from a social justice perspective. A scoping review of the literature
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18 juillet 2022
- handle: 10670/1.9828s5
- halshs: halshs-03889598
- doi: 10.1080/13603116.2022.2095043
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info:eu-repo/semantics/altIdentifier/doi/10.1080/13603116.2022.2095043
Mots-clés
Quality of education social justice inclusive education critical inclusion special educational needsSujets proches
Vocational guidance--Religious aspects Calling Mechanical perspective Linear perspective Architectural perspective Students--Education Children--Education Education of children Schooling Pedagogy Youth--Education Instruction Education, Primitive Human resource developmentCiter ce document
Lorena Domingo-Martos et al., « Broadening the view of inclusion from a social justice perspective. A scoping review of the literature », HAL-SHS : sciences de l'éducation, ID : 10.1080/13603116.2022.2095043
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Résumé
At the present time, it is of interest to promote reflection on educational and social inclusion within a framework of social justice, in order to promote the quality of education. A scoping review approach is adopted from a critical perspective of inclusion, to deconstruct the predominant judgment of educational inclusion and reveal the processes of exclusion and duality that underlie the school environment. A review of the WOS, SCOPUS and ERIC databases was conducted. Seventy-nine articles published in international journals addressing this topic were obtained. Thematic analysis was conducted using the Nvivo software package. The emerging themes include arguments for: rethink to inclusion within the framework of diversity and social justice; arguing the possibilities of inclusion/exclusion depend on various factors and the sociocultural and professional context; calling for greater commitment, ethics and professionalism to meet the challenges of inclusion; denouncing persistent barriers to be overcome; and, finally, calling for new roles and scenarios for support services.