NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1261640
Record Type: Journal
Publication Date: 2020
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-1857
EISSN: N/A
The Pedagogical Limitations of Inclusive Education
del Pozo-Armentia, Araceli; Reyero, David; Gil Cantero, Fernando
Educational Philosophy and Theory, v52 n10 p1064-1076 2020
The aim of this article is to contribute to a better conceptual and practical delimitation of inclusive education. A pedagogy that reacts to the need to face the dilemmas of difference. An interpretive and critical methodology with a documentary basis and a normative-pedagogical perspective is used. The results show a tension between theoretical approaches and the practical achievements of inclusive education. The article concludes by considering the position that if the most basic definition of education is essentially inherently inclusive, as it aims to foster the maximum development of everyone, then for the same reason it must also essentially be differentiating. This is precisely because the limits of inclusive education are in recognising and promoting excellence in difference, while the limits of differentiated education lie in recognising and promoting inclusion.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A