Developing Inclusive School Cultures From Within
Chapter 3. The Utopian Roots behind Inclusion
← 26 | 27 →·3·
As a concept, inclusion has moved from what was primarily a disability issue to one of social justice, concerned with any who face exclusion or oppression. Similarly, inclusion has grown to consider the culture of the whole school, and of the whole community. The strength and persistence of inclusion can be said to be the vision that it explores, a vision of a future society where all are welcomed and valued, and where the values espoused by society, such as equal opportunity, meaningful democracy, and sustainability (to mention a few) are embedded, not only in voiced aspirations, but also in lived reality. This vision of the future fuelling inclusion is decidedly utopian. It is filled with a hope and an optimism that has already brought some change to our educational systems. By challenging the status quo with an alternative vision, progress can occur.
Utopia, in this sense, is the spirit of progress. This section will look at the utopian urge behind the movement for inclusion. It will consider the contribution of the American educational philosopher John Dewey and his call for democracy in education, and the education of democracy. Dewey asked us to consider carefully what kind of citizen we wanted education to produce. This question is crucial in orientating the gaze forward. The letters and notebooks ← 27 | 28 → of Antonio Gramsci further reveal the impulse to improve our current reality through demanding a critical assessment of that present and actualising the human agency involved in creating change....
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.