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 41: Diversifying Inclusion: Perceptions of Inclusive Education amongst Indigenous Families in Quito, Ecuador
Diversifying Inclusion: Perceptions of Inclusive Education amongst Indigenous Families in Quito, Ecuador
In the past decade, several countries have implemented educational inclusion initiatives as key elements of their government plans (Meenakshi, de Boer & Jan Pijl, 2015; Viciano Pastor & Dalmau, 2010); Ecuador is no exception. As part of a large-scale, national project in 2008, the Ecuadorian government, led by President Rafael Correa, initiated an ambitious redrafting of Ecuador's constitution. This new constitution incorporated Sumak Kawsay, an important indigenous Ecuadorian concept, which can be translated into Spanish as Buen Vivir, and to English as the ...