Social inclusion/exclusion
Barbara De Angelis
Roma Tre University

The concept of inclusion refers to a complex framework of thought and research that is not related to a single model but which stems from a basic theoretical and cultural perspective aimed at tackling all forms of segregation and social, institutional and educational exclusion.
A lengthy succession of terms have been used to indicate the social, cultural, political and normative changes that have characterized the process leading from exclusion to insertion, integration and inclusion in Italy and, currently, in Europe and the rest of the world as well.
Beginning from a positive conception of difference framed not as opposing categories but rather as an essential aspect of human development (Cajola, 2012), the aim is to ensure that all people achieve decent standards of living in terms not only of material and economic conditions, but above all in terms of overall individual well-being, i.e. reducing the inequalities that lead to exclusion by manifesting as discrimination.
The fundamental right to a socially and materially dignified existence (Nussbaum, 2012) is mainly characterized by the removal of obstacles, i.e. those factors that prevent people from exercising their right to active and informed citizenship. This perspective requires focusing not on individuals’ shortcomings but on their abilities and functioning, and especially on the potential inclusiveness of the context (Gardou, 2015). This means that everyone’s right to fully participate in social and educational life must be as responsive as possible to the complex and multifaceted range of individual needs (Booth & Ainscow, 2014).

At the international level, the roots of educational inclusion are grounded in the culture and human rights system enshrined in the Universal Declaration of 1948. However, inclusion was not implemented to protect rights and equal opportunities until the end of the 1980s; at this time, UNESCO responded concretely and with equity to all personal and educational needs (see: Jomtien Declaration of 1990) through an approach focused on founding a School for all (see: Luxembourg Charter of 1996) and establishing education as a human right. From this moment onwards and until the drafting of the 2030 Agenda, this initiative stressed the importance of a pedagogy centred on the person and respect for diversity and disability, i.e. a vision of inclusive education attentive not only to physical and mental abilities, but also students’ potential and individual personalities. This underlined the need to:

• consider each person’s different level of development, in keeping with the ‘no one left behind’ perspective;
• design individualized plans and launch interventions for each subject based on all students’ potential and needs;
• ensure, at all school and training levels, the acquisition of tools and knowledge necessary to participate fully in social life.

This perspective suggests a scenario in which pedagogical thinking and social and market forces are committed to putting all individuals in a position to exercise their rights in all contexts, regardless of their specific social, physical, cultural conditions.
One of the focuses of the RE-SERVES project is the category of educational and social disadvantage defined as NEET, a population whose high rates of unemployment cause situations of personal and social fragility and educational emergency. Indeed, all of these factors are evident in the way NEETs give up on constructing their own life projects. Hence the need to implement a series of inclusive strategies and practices (De Angelis, 2017) to strengthen these young peoples’ individual emotional resources and initiate a process of empowerment to help them avoid and/or face the risk of social exclusion.

Selected references

Booth, T., & Ainscow, M. (2014). Nuovo Index per l’inclusione. Percorsi di apprendimento e partecipazione a scuola. Carocci.

Cajola, L. (2012). Didattica per l’integrazione. Edizioni Anicia.

De Angelis, B. (2017). L’azione didattica come prevenzione dell’esclusione. FrancoAngeli.

Gardou, C. (2015). Nessuna vita è minuscola. Per una società inclusiva. Mondadori.

Nussbaum M. (2012). Creare capacità. Il Mulino.