NW 04 Inclusive Education - Inclusion at risk: Working with vulnerable students in challenging educational environments

Inclusion at risk: Working with vulnerable students in challenging educational environments.

Through this special call, NW04 wants to provide an opportunity to foster scientific investigation and debate on the role that inclusive education can play facing the growing risk of exclusion and marginalisation of vulnerable students in challenging educational environments at all school levels. The call is especially addressed to promote the organisation of collaborative sessions with the contribution of researchers from various European countries in the form of symposia, research workshops, and round tables on this topic.

The Call
We are living in uncertain times, and education is not an exception. This shouldn’t come as a surprise, as the world is becoming increasingly complex and interconnected. Thus, even though life expectancy and quality have been growing dramatically in the last decades, nowadays the notion of ‘risk society’ has become widely used, reflecting the concern about real hazards in the natural and social world, as well as the anxiety related to the perception of potential and unpredictable impending risks. Education has to deal with both. The Israeli writer and peace activist David Grossman once described the everyday dilemmas of living with two children in a war area and trying to protect them from suicide bombing: “Should I send both boys to school in the same bus? And if not, which one will get on the 7:10 and which one on the next bus?”.

With regard to education, the concept of risk is especially relevant, as it may take different forms. In school, vulnerable children can be marginalized or excluded on the basis of various aspects as disability, learning difficulties, age, gender, socioeconomic status, ethnic and cultural background, sexual orientation, just to name a few. Developing an inclusive educational environment entails tackling any kind of barrier and discrimination that could affect the children’s right to education
of high quality. Moreover, it implies respecting and valuing diversity as an important resource for learning and democratic participation.

Accordingly, on dealing with educational risks we should take into account that risk is a professional dimension involving not only threats or dangers, but also opportunities and positive results, depending on our ability to develop scientific research and promote positive change, especially in challenging educational environments.

With reference to the general ECER 2019 Call, Network 4 invites participants to submit symposia, research workshops, and round tables related to the topic of ’Inclusive Education in an Era of Risk’.

Research submissions can include but are not limited to themes such as:

  • Disability
  • Ethnicity
  • Gender
  • Social Class
  • Migration
  • Sexuality
  • Home-school issues

Please indicate in your proposal that you are submitting to this network specific call. 

Contact person(s)
Fabio Dovigo (fado(at)edu.au.dk)

Ball S.J. (2013). The education debate (3rd ed.).  Bristol: Policy Press
Beck, U. (1992). Risk Society: Towards a new modernity. London: Sage
Giddens, A. (1991). Modernity and self-identity: Self and society in the late modern age. Cambridge: Polity Press
Grossman, D. ().
Hope, A., & Oliver, P. (2017). Risk, education and culture. London and New York: Routledge
Lupton, D. (Ed.). (1999). Risk and sociocultural theory: New directions and perspectives. New York, NY, US: Cambridge University Press.
Slee, R. (2011). The irregular school: Exclusion, schooling and inclusive education. London and New York: Routledge.