Interpreting difference to plan inclusion in school

Abstract

When facing changes induced by economic rationales rather than processes
of critical emancipation, educators need to consolidate hermeneutic approaches
to guarantee effective protection of differences, encourage divergent
thinking, and increase democratic paths within pedagogic action. A
horizon of meaning that is no longer dogmatic will thus provide the backdrop
to a new paideia. The paradigm of difference can thereby become a
key to a present that does not wish to erase the past and has the ambition
to build the future through a participated and participating dialogue, in the
name of common growth. In this dialectic within galaxies, however, the individualvuniverses should not lose their specificity. In the new paideia, universes of differences are places of and for mutual understanding. It is public
education’s duty to promote cohabitation, solidarity and active citizenship
as strategies for inclusion and overcoming inequalities, wherever they
may arise.