[Call closed] Inclusive Education: Policies, Strategies, and Practices in the Face of Diversity Challenges

2024-05-25
Invited Editors
  • Maria João Mogarro (Instituto de Educação da Universidade de Lisboa e UIDEF)
  • Luís Tinoca (Instituto de Educação da Universidade de Lisboa e UIDEF)
  • Ana Paula Caetano (Instituto de Educação da Universidade de Lisboa e UIDEF)
  • João Piedade (Instituto de Educação da Universidade de Lisboa e UIDEF)
Presentation Note

Inclusive education is now recognized as a fundamental means to ensure the right of all children and young people to quality education (UNESCO, 2020), being central to achieving the goals of the 2030 Agenda for Sustainable Development (United Nations, 2015). This thematic issue aims to explore and disseminate conceptions and practices regarding student diversity—including ethnic, cultural, linguistic, and socioeconomic—facing complex challenges such as: inequality of resources and opportunities, adverse attitudes towards inclusion, teacher training appropriate to this situation, demographic changes, increased migratory flows, climate changes, etc. We value contributions that address the development of strategies to promote inclusion, overcome barriers, and transform school culture, with an emphasis on the active participation of students, teachers, families, and the community.

Inclusive education aims to ensure access to education for all students, regardless of their individual differences or specific challenges, as well as success in their educational journey (OECD, 2023). This approach reflects a commitment to equity, social justice, and diversity, valuing the richness that heterogeneity brings to the educational environment. In this context, teacher training plays a central role in responding to the diverse needs of students and promoting inclusive and innovative pedagogical practices (Ainscow, Booth & Dyson, 2006; Florian & Black-Hawkins, 2011).

Cultural diversity challenges educational systems to rethink curricula, teaching methods, and school policies towards effective inclusion in schools (Semião et al., 2023) and respect for the diverse cultural backgrounds of students (Banks, 2015). Additionally, the participation of families and the community is fundamental, as a way to relate and deepen learning experiences inside and outside school, strengthening the sense of belonging and support for students (Epstein, 2018).

The challenges to effectively implementing inclusive education include the need for adequate resources, continuous teacher training, and the development of educational policies that promote equality and inclusion. Moreover, resistance to changes in pedagogical practices and attitudes towards diversity can be a significant barrier (Jury et al., 2023; Slee, 2011).

To conclude, inclusive education is an ongoing process that requires commitment, resources, and a mindset shift at all levels of the educational system (Ainscow, 2024). Collaboration between teachers, students, families, and communities is essential to building learning environments that are truly inclusive and capable of meeting the needs of all students (Messiou, 2017). This call for papers is structured to reflect the complexity and importance of inclusive education, encouraging research and discussion on how to create more inclusive and equitable educational systems.

Thematic axes
  1. Strategies to Promote Inclusive Education in Diverse Contexts
  2. Challenges in Teacher Training in the Face of Diversity
  3. Inclusive Pedagogical Practices and Their Impact on Learning Processes
  4. Voices of Inclusion and Exclusion (Students, Teachers, Families, etc.)
  5. Learning Communities in School Transformation
  6. Family and Community Participation in the Inclusive Educational Process
  7. The Role of Digital Technologies in Promoting Inclusive Education

References

  • Ainscow, M., Booth, T., & Dyson, A., (2006): Improving schools, developing inclusion. Abingdon: Routledge.
  • Ainscow, M. (2024). Every learner matters and matters equally: Making education inclusive. Paper commissioned by UNESCO for the celebration of the 30th Anniversary of the Salamanca Statement. UNESCO
  • Banks, J. A. (2016). Cultural Diversity and Education: Foundations, Curriculum and Teaching. Routledge.
  • Epstein, J. L. (2018). School, Family, and Community Partnerships: Your Handbook for Action. Corwin Press.
  • Florian L. Black-Hawkins K. (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), 813–828. 10.1080/01411926.2010.501096
  • Jury, M.; Laurence, A.; Cèbe, S. & Desombre, Cc (2023). Teachers’ concerns about inclusive education and the links with teachers’ attitudes. Frontiers in Education. 7:1065919. Doi: 10.3389/feduc.2022.1065919.
  • Messiou, K. (2017). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21:2, 146-159, https://doi.org/10.1080/13603116.2016.1223184.
  • OECD (2023). Equity and Inclusion in Education: Finding Strength through Diversity. OECD Publishing. https://doi.org/10.1787/e9072e21-en.
  • Pijl, S. J., Frostad, P., & Flem, A. (2008). The social position of pupils with special needs in regular schools. Scandinavian Journal of Educational Research, 52(4), 387-405. DOI:10.1080/00313830802184558
  • Semião, D.; Mogarro, M.J.; Pinto, F.; Martins, M.J.; Santos, N.; Sousa, O.; Marchão, A.; Freire, I.; Lord, L.; & Tinoca, L. (2023)Teachers' perspectives about students' cultural diversity and their inclusion in classrooms across European countries: A systematic literature review. Education Sciences. 13(12), 1215.

https://doi.org/10.3390/educsci13121215

  • Slee, R. (2011). The Irregular School: Exclusion, Schooling and Inclusive Education. Routledge.
  • UNESCO (2020). Relatório de Monitoramento Global da Educação 2020: Inclusão e educação para todos. Paris, UNESCO.
  • United Nations (2015). Transforming our world: the 2030 Agenda for Sustainable Development. United Nations.

Important dates

  • Submission: until October 30, 2024
  • Evaluation: until December 30, 2024
  • Publication: first semester 2025

E-mail for sending articles: rle.educacaoinclusiva@gmail.com

Standards

Authors must submit a proposal for an article between a minimum of 30,000 and a maximum of 40,000 characters with spaces, including abstracts in Portuguese, French, English and Spanish (1200-1500 characters with spaces) and 3 to 5 keywords.

Graphs, charts, images must be saved in separate files and in jpeg format.

Bibliographical references in APA style 7th edition (maximum of 25).

Consult the submission rules at:https://revistas.ulusofona.pt/index.php/rleducacao/about/submissions

All submissions will be reviewed by the guest editors and subject to blind peer review. Up to 10 articles will be selected for this thematic issue.

Languages for submission: Portuguese, French, English, and Spanish.