Национална педагогическа мрежа

The inclusive education policy agenda has not made a significant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-practice gap. This paper takes a different turn and, using the concept of classification, argues that the challenge to achieve more inclusive education is more fundamental than has been previously articulated. Key tenets of the inclusive education agenda demand a weakening of the insulation between categories that are sustained and advanced by current marketised and standards-driven education systems.

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