Inclusive Education in the Face of Educational Systems: Institutional and Conceptual Resistances

Hervé Benoit (1)

1 Grhapes - Groupe de recherche sur le handicap, l’accessibilité, les pratiques éducatives et scolaires

The purpose of this paper is to analyze, using international literature on the subject, the different types of resistance on the part of educational systems today to implementing inclusive education. This study seeks to produce, with a view toward a subsequent research project, the initial elements for a renewed understanding of these resistances to the inclusion of students at every level of education. The methodological framework is that of an exploratory metasynthesis referring to the "synthesis of the results of several qualitative studies to create a new interpretation" (Finfgeld, 2003). The following will be examined successively: first, the existence of analyzers of institutional resistances; then the robustness of conceptual tools to design and implement inclusive education; and finally the tendencies to distort the principle of inclusion. One form of such distortion can be the use of inclusive language to disguise the reproduction of prior practices of segregation.

Mots clés: educational systems; inclusion; inclusive education; resistances; segregation

Domaines: Sociologie; Education

Hervé Benoit. Inclusive Education in the Face of Educational Systems: Institutional and Conceptual Resistances. Language, Culture and Society, 2020, 3 (2), pp.3-13. ⟨hal-03149504⟩