Comparative educational inclusion in unesco and oecd from social cartography
DOI:
https://doi.org/10.5944/educxx1.26444Keywords:
Educational inclusion, international organizations, UNESCO, OECD, social cartographyAgencies:
Este artículo forma parte del proyecto con referencia EDU2017-82864-R, subvencionado por el Ministerio de Economía, Industria y Competitividad en la convocatoria de Ayudas a Proyectos de I D I correspondiente al Programa Estatal de Investigación, DesarrolAbstract
Inclusion as both a pedagogical principle and part of socio-educational policy has become established at the transnational level. The contribution of this article consists of demonstrating how, despite the discourses that speak of homogenization and isomorphisms in the socio-political principles of education due to the guidelines established by international organizations, divergences are detected that make each of them loyal to irreconcilable theoretical models. Beyond this aspiration, a qualitative methodology is proposed in two phases: in the first, the case study is undertaken on the basis of reports published between 1994 and 2019, in order to scrutinize the discourse on educational inclusion maintained by two idiosyncratic organisms, OECD and UNESCO, in terms of educational inclusion, thereby detecting the convergences and divergences manifested in their discursive rhetoric. In the second, social cartography, a technique usually used in comparative education, is adopted in order to highlight the ideas that have been selected from those texts that construct the debate: the OECD and its vision of equity that limits and conditions inclusion, and UNESCO and its approach as a model of rights based on social justice. The results identify the intertextual polar positions that exist in the axes (the theory of redistributive economic development and the socio-critical theory, respectively) from which their own idiosyncrasies are derived. Finally, in the conclusions, the textual communities that share the way of seeing and communicating reality are recognized (their vision of both of the responsibility that school institutions have according to a more social conceptualization of, first disability and, now, educational inclusion).
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