Session Information
04 SES 13 B, Stigmatization
Paper Session
Contribution
The actions regarding the diversity of educational politics are usually divided into three categories: social-economic circumstances, multiculturalism and disability.
In the past, this classification was due to a bureaucratic mentality coming from measures regarding only groups of certain kind of people and not for the whole society.
The consequences in the educational field have normally led to stigma instead of integration, causing uniform life situations (and not "normalized"). The starting problems are very different depending on the group we refer to. People with disabilities, facing social disadvantages, belonging to a minority or immigrants face difficulties with a common factor: the conceptual delimitations sometimes lead to the creation of different work fields but we need to try to deal globally with a phenomenon that is not only educational but affects the whole society. Inclusion demands the combination of administrative and social measures to ease the acceptance of any person in any situation in life.
The origins of inclusive school go back to international events such as Salamanca's Declaration (1994) and Dakar Agreement (2000) within the UNESCO's action framework Education for All. The macro educational research in this line have a start-up barrier. Katarina Tomasevski, UN special rapporteur on Right to Education, points out that the global statistics coming from prestigious studies such as OECD's Education at a Glance frequently do not reflect discrimination because it is internationally prohibited. So, most of the absentees and those who do not finish their studies are immigrants, disabled or belong to minorities. These are the main victims of "social exclusion” (Tomasevski, 2005:63).
Another problem is the lack of statistics about the failure to keep a good educational praxis in school or the lack, for example, of a research similar to PISA in order to assess the education of the disabled, those with social disadvantages or those living in multicultural contexts.
The goals of this research are, in the first place, to set the differences seen in the assistance provided to all groups in the selected countries by analyzing whether the policies are directed to the achievement of certain goals causing more or less exclusion; in the second place, to verify whether the actual results acknowledged in each country's statistics show those differences either among groups or, within one group, among the different countries.
Once the debate is focused on schools and disabled, immigrants and students belonging to ethnical or cultural minorities, we study the situation in Spain (since the authors of this paper are Spanish and want to improve its situation), Italy (a model in inclusive education) and Portugal and Greece (since the social situation in both countries is similar to the other two) during the first decade of the 21st century.
Method
Expected Outcomes
References
BRUNEL UNIVERSITY (2002): Definitions of Disability in Europe. A comparative analysis. Directorate-General for Employment and Social Affairs-European Comission. DECLARACIÓN DE SALAMANCA (1994) sobre Necesidades Educativas Especiales: Acceso y Calidad. Extraído de: http://paidos.rediris.es/genysi/recursos/doc/leyes/dec_sal.htm (consulta: 2010-12-27). Eurydice (2010) Key Data on Education in Europe 2009. Consulta en http://eacea.ec.europa.eu/education/eurydice/key_data_en.php EUROPEAN UNION AGENCY FOR FUNDAMENTAL RIGHTS (2009): The situation of roma EU citizens moving to and settling in other EU member state (Conference Edition). Disponible en http://fra.europa.eu/fraWebsite/attachments/ROMA-Movement-Comparative-report_en.pdf OECD (2005): Students with Disabilities, Learning Difficulties and Disadvantages. Statistics and Indicators. Paris, OECD Publishing, Centre for Educational Research and Innovation. OECD (2010): Key indicators on education. Disponible en http://www.oecd.org/document/55/0,3746,en_2649_37455_46349815_1_1_1_37455,00.html TOMASEVSKI, K. (2005): “El derecho a la educación: panorama internacional de un derecho irrenunciable”, en Naya Garmendia, L.M. (coord.): La Educación y los derechos humanos. Erein, Espacio Universitario. Pp. 63-90. UNESCO (2000): Marco de acción de Dakar. Educación para todos: cumplir nuestros compromisos comunes (Adoptado en el Foro Mundial sobre la Educación). Dakar: UNESCO. Disponible en http://unesdoc.unesco.org/images/0017/001776/177683e.pdf UNESCO (2009): Overcoming inequality: why governance matters. Education for all. París: UNESCO-Oxford University Press. Disponible en http://unesdoc.unesco.org/images/0017/001776/177683e.pdf UNICEF (2006): Estado mundial de la infancia. Excluidos e Invisibles. Nueva York: UNICEF. FUNDACIÓN LUIS VIVES (2009): Enseñanza de la lengua a inmigrantes. Estudio de políticas de integración lingüística en tres países europeos y retos para el caso español. Madrid: Ministerio de Trabajo e inmigración. Disponible en http://www.oberaxe.es/files/datos/4b26279cc2830/lengua.pdf
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