Inclusion is a multidimensional concept often linked to various social, political, cultural and economic contexts and therefore has multiple definitions. In this post you will find the different educational methods related to the INclusion concept and its actualizations starting from Human rights and Global Education and finishing with Intercultural Learning and Social Inclusion.
Human Rights Education
Human Rights Education aspires to establish in every community a common understanding of the safeguard and promotion of human rights’ values and attitudes.
To foster human rights education and promote a realistic culture of human rights that will enable people to set universal principles and participate in its building while contributing to a more democratic society, we suggest the following sources:
- Convention on the Rights of the Child
- Nations Declarations on Human Rights (UDHR)
- European Convention on Human rights
Global education is a participatory learning process that implies problem analysis and decision-making that enable the learners to care about global issues, critically examine the present facts, understand the local consequences of such issues have global impacts and explore how to overcome them.
It consists in an acquisition of operative and emotional competences for analysing and thinking critically about reality that empowers both educators and learners to become active social agents.
If you want to know more about Global Education read the guidelines made by the Council of Europe on the topic.
There are multiple definitions for “Intercultural Learning”, but one simple description from the liaisons toolkit fully expresses the meaning of IcL:
“To understand who I am, that others can be different to me and to accept this is one thing… to live it and live together in society with all these different cultures (and with the misunderstandings and difficulties that come with it!) is another thing altogether. To overcome this, we must look at these difficulties in a positive way and believe that as an alternative to fighting, it is possible to build alliances. This is an enriching experience for all involved, and will lead to accepting each other for who we are”
liaisons, pag. 129, 2.4
In 2006, UNESCO published the “Guidelines for Intercultural education” whose objective was to promote the importance of intercultural education and to provide a practical guide based on 3 main principles:
1) Intercultural education respects the cultural identity of the learner through the provision of culturally appropriate and responsive quality education for all.
2) Intercultural education provides every learner with the cultural knowledge, attitudes and skills necessary to achieve active and full participation in society.
3) Intercultural education provides all learners with cultural knowledge, attitudes and skills that enable them to contribute to respect, understanding and solidarity among individuals, ethnic, social, cultural and religious groups and nations.
If you want to deepen the Intercultural Learning’s perspective here you can find some useful links :
“From a youth perspective social inclusion is the process of individual’s self-realisation within a society, acceptance and recognition of one’s potential by social institutions, integration (through study, employ- ment, volunteer work or other forms of participation) in the web of social relations in a community.”
European Knowledge Centre on Youth Policy ( Social Inclusion by Siyka Kovacheva)
Social inclusion refers to the concept of equal rights for all people regardless of their identity (race, religion, background, sexual orientation…). It is often referred to as a solution to the various challenges faced by people from socially excluded groups (migrants, romans, disable and young people, …).
If you are looking for some definitions and to deepen how inclusion and exclusion works, we suggest the Inclusion Matters report by the World Bank.
For an introduction to the Social Inclusion concept and the supporting roles of youth workers and organizations in the inclusion process refer to the T-kit 8 by the Council of Europe.