Inclusive education, globalisation and new philosophical perspectives on social justice
(2023) The Oxford Handbook on Education and Globalization. — ISBN: [9780197570685], submitted
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- This chapter aims to uncover the theoretical and normative assumptions underpinning the “inclusive education” framework, as promoted by UNESCO or OECD. We examine it from a two-fold perspective: social theory and theories of justice. We argue that it bears the mark of the social grammar of globalized and reflexive second- modernity societies. The analytical potential of three approaches of social justice (redistribution, recognition and capability-approach) is then explored to address the social justice issues emerging from this new configuration. Whereas the redistributive approach in terms of equal rights and opportunities is renewed, the recognitive perspective highlights new claims of interpersonal respect, rights and social utility; and the capability approach echoes the emphasis put on talents and potentialities and on real freedom to accomplish oneself through social participation. These approaches can therefore be envisaged as complementary analytical tools echoing the semantics of the inclusive education framework, but also as a useful critical apparatus for its normative assessment.
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Verhoeven, M., & Bernal Gonzalez, A. (2023). Inclusive education, globalisation and new philosophical perspectives on social justice. In Mattei, P., Dumay, X., Mangez, E., & Behrend, J. (Eds.) (ed.), The Oxford Handbook on Education and Globalization. OUP USA. https://hdl.handle.net/2078.5/22966