The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 34: ‘To Educate for Them in Different Ways': Defining Inclusion in Popular and Intercultural Education in Argentina and Peru
‘To Educate for Them in Different Ways': Defining Inclusion in Popular and Intercultural Education in Argentina and Peru
The last decade of the twentieth century witnessed the emergence of multiculturalism as a central concept in various education and social policy government initiatives across Latin America. As part of a global phenomenon based on United-Nations-driven initiatives, including Education for All (UNESCO, 1990, 2000) and various declarations on the rights of Indigenous people to education (UN Declaration on the Rights of Indigenous Peoples, 2008), words like inclusion and diversity began to populate official policy ...