Inclusive Education: Balancing Social Justice and Economic Objectives in Modern Societies
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Inclusive school, social justice, economic competitiveness, social cohesion, education policy, normalization, labor market, social exclusion, educational institutions, Foucault
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Abstract
Discover how inclusive schools promote social justice and cohesion while navigating complex economic objectives. Learn about the dual role of inclusive education in fostering equity and preparing students for the labor market. Explore the challenges and contradictions of implementing inclusive policies, and understand the normalization of behaviors and social integration. Uncover the true mission of inclusive schools: promoting individual flourishing or economic integration? Dive into the complexities of inclusive education and its impact on social exclusion, labor market adaptation, and student outcomes.
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[...] It reveals a regression of the French school in fundamental disciplines, with a clear aggravation of performance gaps related to social background. References ZAY, D (2012). Introduction. The challenge of inclusive education: preparing future citizens to live together or to fight each other? Inclusive education: a response to school failure? L'Harmattan, pp. 9-30. https://doi-org.merlin.u-picardie.fr/10.3917/har.fonta.2012.01.0009 CHARLIER, & CROCHÉ, S (2019). The ordering of student flows. Education and Societies, 2019/2 n° 44. [...]
[...] pp. 13-28. https://doi.org/10.3917/es.044.0013. ?TECH, S. (2017). To transmit and legitimize: a game of force between researchers, experts, and political decision-makers. The case of the implementation of inclusive education in the Czech Republic. French Journal of Pedagogy, 2017/1 n° 200, pp. [...]
[...] However, this collaboration reveals tensions and divergences on how to define and implement inclusion. Professionals, often lacking specialized expertise, denounce maladapted practices for students with difficulties, making the application of this policy difficult. This situation reflects the internal contradictions of the device, where the goal of democratizing the school collides with a complex practical reality. Mixed results Although the inclusive school aims to equalize the chances of all students, its implementation encounters significant obstacles. In fact, the absence of deep reforms in the organization of curricula and pedagogical methods prevents a true adaptation to the diverse needs of students. [...]
[...] Thus, the inclusive school becomes a double-faced tool: social in its principles, but also political and economic in its underlying applications and objectives. II- Underlying objectives of 'conduct of conduct' A device allowing for the normalization of the individual The inclusive school is inscribed in a logic of normalization of behaviors, a concept developed by Foucault in 1975. Through the integration of all students, the school not only values their participation in social and economic life, but also favors their insertion into a framework of shared norms. [...]
[...] The inclusive school, universal answer to exclusion A device promoting social justice This device aims at an economic objective: that of increasing the competitiveness of modern societies. In fact, by integrating all students into a common educational framework, we also aim to create a workforce that meets the changing requirements of the labor market. This double movement, both socially and economically, highlights a conflict between two sometimes contradictory objectives: promoting equity while meeting production requirements. This vision does not stop at a simple recognition of diversity: it also aims to prepare students to insert themselves into the labor market. [...]
