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Summary Diversity and Inclusion in Education
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Lecture 1. IntroductionPaper 1. Inclusive Education as Global Development Policy - Hunt
Inclusive education represents a critical global development policy rooted in the fundamental
human rights approach to education. Since the 1994 Salamanca Statement, advocates have
championed the vision of educational institutions that celebrate differences and support
individual learning needs. However, the concept has been challenging to define and implement
consistently across different contexts. The article GC4 by the UNCRPD tries to fill the voids by
defining the concepts of inclusion and integration and by highlighting features of inclusive
education such as: ‘a whole systems approach’, ‘whole educational environment’, ‘whole
person’ and ‘supported teachers’.
Research has demonstrated significant benefits for both students with and without disabilities.
Integration is a process of placing persons with disabilities in existing mainstream educational
institutions, as long as the former can adjust to the standardized requirements of such
institutions.
Inclusion = described as a transformation in culture, policy and practice, a commitment to
removing barriers, and strengthening the capacity of the education system to reach out to all
learners. It focuses on full and effective participation, accessibility, attendance and achievement
of all students without discrimination. It is described as a process of systemic reform embodying
changes and modifications at all levels: content, teaching methods, approaches, structures and
strategies.
Paper 2. A Shifting Self-Assessment - Gable
This chapter explores the complex experiences of first-generation college students transitioning
to elite universities, focusing on the psychological and social challenges they encounter.
First-generation students often face a "disclosure conundrum" where they must carefully
navigate conversations about their background. Simple questions like "What do your parents
do?" can create uncomfortable moments of social alienation. Many students feel pressured to:
mimic peers or hide their socioeconomic origins. The narrative reveals how first-generation
students must simultaneously navigate two worlds - their home community and their new
academic environment - often feeling like they don't fully belong in either space. This experience
requires psychological resilience and adaptability.
Lecture.
In 1994 the Salamanca Statement was created for inclusive education globally, but the open
nature of the statement leads to it nog being implemented well. Inclusive education should be
really for everyone, students with disabilities, but also students relating to the issue of
intersectionality. Intersectionality = how multiple aspects of a person's identity (race, gender,
class, sexuality) intersect to create unique experiences of discrimination and privilege.
, Equality means an individual or group is given the same resources or opportunities.
Equity recognizes that each person has different circumstances and allocates the exact
resources and opportunities needed to reach an equal outcome.
Lecture 2. Cultural Values Influencing Education
Paper 1. Meritocracy and Deficit Thinking - Clycq et al.
This article examines how educational success and failure are defined and explained in the
context of Flemish society's socio-ethnic stratification and segregation. The dominant
perspective on educational outcomes is rooted in meritocratic ideals, emphasizing individual
effort, merit, and competence. This meritocratic approach is often coupled with a deficit thinking
perspective, which focuses on perceived deficiencies originating outside the school system.
While the discourse emphasizes individualistic features, it simultaneously places significant
emphasis on family environment and cultural background as determinants of educational
outcomes.The study reveals a lack of consideration for social inequalities within the educational
system itself, with little regard for systemic biases.The study concludes by discussing how these
discourses can lead to processes of victimization and denial of systemic bias, ultimately
influencing educational trajectories. The authors propose an alternative approach that
appreciates cultural background and specific family resources as positive elements in
educational pathways, challenging the dominant deficit-thinking perspective and shifting from
the individual focus to a systemic focus.
Paper 2. Inequalities and Cultural Diversity in Education - Verhoeven
The article explores how educational systems handle cultural diversity and how this process
contributes to inequalities. The article emphasizes the social construction of cultural diversity
within educational contexts, highlighting how this construction affects educational outcomes.
She argues that ethnic minority pupils face multiple sources of inequalities, both social
(redistributive) and cultural (recognition) in nature.
Lecture.
What happens in the classroom is linked to what happens in the school, educational system and
even in society:
Societal level: There is the existence of a hegemonic culture where there is a dominant system
shaping beliefs, values and norms which are often benefiting the dominant group. There is
relative power and value of abilities, race, language, income etc. Societal level is about the
values, beliefs and norms that we live in. Those are the ways we express what is normal and
desirable. Some get more recognition and respect and they create a socio-symbolic hierarchy
(f.e. The use of “Dr.” in academic settings or the use of formal language create more respect),
you see it everywhere (media, formal, informal). This hierarchy is linked to the systems of
inequality = a coin about the social structure that produces and maintains inequality. On the top
of the coin there’s privilege, you have advantages not because you have earned it, but because
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