By J. Allan
Supplying a cross-cultural standpoint, this publication includes papers from the world over well known students who supply clean insights into the pursuits and targets for inclusion, participation and democracy and the way those will be learned at the present time. The 'insider' debts spotlight the advanced political and cultural adjustments required to be successful with the inclusion venture. This booklet is for researchers learning inclusion, instructor educators and lecturers.
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Additional resources for Inclusion, Participation and Democracy: What is the Purpose? (Inclusive Education: Cross Cultural Perspectives)
Categorised students are a vulnerable group, and schools have to be committed to their right to belong. The right of students from minority groups to belong must also be upheld. This group is vulnerable to exclusionary pressures. Thus it is urgent that schools take special precautions to secure their social and cultural inclusion free from pressure towards assimilation. Gender equality. An inclusive school offers the same opportunities to boys and girls. 3. How is school democracy practised? School is a preparation for life in a society where people are expected to live and develop together.
Inclusion is about diversity living and working together. Is not this the core of democracy as well? Democracy – like inclusion – can be variously interpreted, but interaction between people is central to any definition. Dewey’s (1961) view of democracy is of great relevance for the inclusive school and specifies the salient goals: A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience. The extension in space of the number of individuals who participate in an interest so that each has to refer his own action of that of others, and to consider the action DEMOCRACY AND INCLUSION IN NORWEGIAN SCHOOLS 35 of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity (p.
The Index for Inclusion (Booth et al, 2000) has helped to operalise inclusion. The indicators and questions in the Index enhance awareness about how inclusion can be put into practice. Inclusion in the Index seems to be consistent with L97. With few alterations, the English material can easily be applied in Norwegian schools. Participation in a social, academic and cultural community, not only for students, but for staff and carers as well, seems to be central in L97. From the Index for Inclusion, and from literature on inclusion (eg.
Inclusion, Participation and Democracy: What is the Purpose? (Inclusive Education: Cross Cultural Perspectives) by J. Allan