Den gemene inklusion

Hvad vi (ikke) kan tale om, når vi alle taler om inklusion

Abstract

In 1948, the Universal Declaration of Human Rights put the right to education on the political agenda in article 26; in which education is made accessible to all. The UNESCO Salamanca Statement of 1994 particularises inclusive education as both a political and pedagogical phenomenon. It expands on the problematic issue: people have unequal tuitional prospects, counter to what the United Nations propounded in 1948. The Human Rights call for a humanitarian and egalitarian claim of human edification through values like democracy and equality. In this paper, we argue that an educational regime challenges the Declaration of Human Rights’ incumbency. A regime that ensures social cohesion through economic values and competition in a global society, albeit by placing interhuman boundaries. Subsequently, this demonstrates an identitarian rather than egalitarian organisation of the social order where inclusion has become a precarious identity political issue.