An ecosocial approach to educational inclusion


An ecosocial approach to educational inclusion


In FUHEM we know that educational inclusion is a goal or a horizon that, although it points the way, is difficult to reach fully. We try, therefore, to travel with enthusiasm and effort, but at the same time with realism and awareness of all that we have yet to do. We recognize our often modest achievements, but also our mistakes. We learn from each other and try to make amends when something goes wrong but also to rejoice when we go one step further, when we successfully navigate a new stretch.

But we also know that what we usually call inclusiveness and the measures that are often put in place to create more inclusive environments, however successful, almost always lack some legs.

We know, for example, that it is not easy to eliminate the barriers to access, participation and learning in our schools when our children live in societies where many people encourage hatred or at least indifference towards those who believe Which are not the same as them; In a world far from pulling walls and borders, he raises them daily; Which excludes each day more and more people from access to decent living conditions, even leaving them the possibility of satisfying their most basic needs.

It is difficult to work for inclusion in our schools when outside of them is despised or denigrates the need to take care of each other, when it is intended that relations between people are reduced to just sending accelerated messages through a mobile device, When the rights of so many collectives are violated, women are attacked only for being so and when violence is intentionally flooding the news every night.

It is almost impossible to work for inclusion in a world in which we use nature in a predatory and suicidal way; In which we are hardly moved by the suffering of the planet that shelters us who knows for how long.

For these reasons we think that it is necessary to work for educational inclusion with a much broader view: a look in which are present the values that we believe make us more people and help our presence in the world serve to improve it a little each Day, in all areas and in all facets where it is possible to work in school.

And also for these reasons we had a great impact reading the new Index for Inclusion offered by Tony Booth and Mel Aisncow and in which we saw, page after page, reflected many of our concerns, our worries and our bets. And that impact led us to decide not only to incorporate their knowledge and criteria in our work, but to try to make it reach more professionals and more educational centers, proud that our teachers rely on our institution to edit it in Castilian. Thanks to them and to many other people who, from their various fields of work and experience, point the way, we think we are on the right path. We hope to share it with many and many who think and feel like us.

Victor M. Rodríguez
Director de l’Àrea Educativa de FUHEM

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