包容作为一种实践理论

É. Plaisance
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引用次数: 1

摘要

通过使用埃米尔·涂尔干用来指定教育学的“实践理论”这一表述,通过从以下几个方面考察包容概念的规范性特征,对包容概念进行了批判性分析:它的拉丁语源、它在政治国际教育计划中的最初用途及其向重视多样性的演变;其含义因国家政策和制度而异,例如英国、意大利、巴西;它的含义与两个概念有关:排斥与反对;从中脱颖而出的一体化;根据对当代人类科学和社会科学的分析,在涂尔干和涂尔干之后,其矛盾的后果;体现包容性的无障碍视角。最后,为了克服包容概念的矛盾,可以将无障碍作为一个统一的、可操作的概念和一个新的规范理想加以动员。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
L’inclusion comme théorie pratique
By using the expression “practical theory” that Emile Durkheim has used to designate pedagogy, the notion of inclusion is analyzed critically by examining its normative character according to the following aspects: its Latin etymology, its initial uses in politics international education programs and their evolutions towards valuing diversity; its variations in meaning between countries depending on their policies and institutions, taking the example of England, Italy, Brazil; its meaning in relation to two notions: the exclusion of with it opposes; the integration from which it stands out; its paradoxical consequences according to analyzes of contemporary human and social sciences, with and beyond Durkheim; accessibility perspectives that embody inclusion. Finally, to overcome the contradictions of the notion of inclusion, accessibility can be mobilized as a unifying and operational concept and as a new normative ideal.
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