Inclusión e ideologíaLos presupuestos de la investigación educativa a examen
- Alfredo Berbegal Vázquez 1
- Ana Arraiz Pérez 1
- Fernando Sabirón Sierra 1
- Abel Merino Orozco 2
- 1 Universidad de Zaragoza (España)
- 2 Universidad de Burgos (España)
ISSN: 0185-2698, 2448-6167
Year of publication: 2023
Volume: 45
Issue: 182
Pages: 174-192
Type: Article
More publications in: Perfiles educativos
Abstract
To what extent does educational research reproduce socialized referents regarding educational inclusion? Through the contributions of social ontology, we present a methodical questioning which distinguishes between the principles, discourse and emotional and political experiences of social inclusion-exclusion. Our analysis proposal appeals to educational research’s ethical responsibility to evaluate their theoretical presuppositions and the need to consider their ideological components as inherent to the scientific-social recognition of human diversity. In order to illustrate our proposal, we selected and analyzed four frameworks: the pedagogy of the oppressed, the social model of disability, the sociology of acceptance and the ethics of care. We conclude by highlighting the risks and challenges in developing a rationality that can tolerate the controversial nature of inclusion-exclusion processes, in strengthening the foundation of educational research and in rehabilitating its importance in our current pluralistic and complex societies.
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