Barriers that prevent the achievement of inclusive democratic education

Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement in a democratic society, along with the integratio...

Full description

Saved in:
Bibliographic Details
Published inProspects (Paris) Vol. 39; no. 3; pp. 239 - 250
Main Authors García-Huidobro, Juan Eduardo, Corvalán, Javier
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.09.2009
Springer
Springer Nature B.V
Subjects
Access to Education
Barriers
Chile
Curriculum
Democracy
Democratic Values
Economic Factors
Education
Education policy
Educational Attainment
Educational Change
Educational Finance
Educational Policy
Equal Education
Equality
Foreign Countries
Inclusive Schools
Institutional Autonomy
International and Comparative Education
Open File
Social integration
Social Justice
Social Values
Chile
Inclusive education
Chile
Democratic education
Online AccessGet full text

Cover

More Information
Summary:Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement in a democratic society, along with the integration in schools of students from different social groups, the concept rarely becomes reality, despite its frequent acceptance in discourse. This article analyzes mechanisms that inhibit agreement on how equality and inclusion can be put into practice in education, taking as an example the case of Chile. One inhibitor is a lack of in-depth discussions about the major tendencies prevailing in contemporary educational systems. In addition, three types of segregation are linked to children’s exclusion from schools: charges for educational services, schools’ selection processes and the use of economic incentives. Finally, the article presents possible consequences of two pedagogical orientations: towards autonomous schools and flexible curriculum.
ISSN:0033-1538
1573-9090
DOI:10.1007/s11125-009-9128-8