The paradox of exclusion through inclusion. Interpreting inclusion from a critical pedagogical perspective

In our contribution we investigate firstly the general discussion on inclusion in education that had its origins in educational reform movements and in special needs education policies and practices. In line with this, we describe the growing interest in international organizations, resulting into varied attempts on national and local levels to create equal opportunities for all, with particular attention for students with special needs. We furthermore analyse how these concrete policies and practices of inclusive education often coalesced with deficit approaches, resulting into the above-mentioned paradox of exclusion through inclusion. In a next step, we explore how and why inclusive practices keep on reinforcing existing dependencies and possible ways out of the dilemma. In a final section we analyse how in adult education research literature, this paradox of exclusion through inclusion is dealt with and what answers are developed in this particular field of research. (DIPF/Orig.

Una Faccia, Una Razza: Similarities, Differences, and Parallels in Adult Education Policy Development in Greece and Italy

There is little evidence about the origin of the phrase una faccia, una razza (one face, one race). However, its use signifies numerous shared elements in the cultures of Italy and Greece. In both countries, adult education emerged within the critical paradigm whereas vocationalism is currently the leading force of adult education policy development. The purpose of this article is to discuss the paths of adult education policy evolution over the last 40 years in both countries. Acknowledging Europeanization, neoliberalism, and vocationalism as the forces of policy change, the article provides a detailed critical review, a synthesis, and a proposal about future steps in adult education policy. Résumé Il existe peu d’indices sur l’origine de l'expression una faccia, una razza (un visage, une race). Cependant, son utilisation souligne de nombreux éléments communs aux cultures de l'Italie et de la Grèce. Dans ces deux pays, l’éducation des adultes a vu le jour dans le cadre du paradigme critique, alors qu’un souci de formation professionnelle est actuellement la force motrice du développement d’une politique pour l’éducation des adultes. L’objectif de cet article est de discuter la manière dont la politique pour l’éducation des adultes a évolué dans les deux pays au cours des 40 dernières années. Reconnaissant que l’européanisation, le néolibéralisme et un souci de formation professionnelle sont les forces actuelles du changement politique, l’article fournit un examen critique détaillé, une synthèse, et une proposition sur ce que pourraient être les étapes futures d’une politique pour l’éducation des adultes. Keywords / Mots clés :  adult education, policy development, vocationalism, neoliberalism, collaborative interpretive inquiry / éducation des adultes, élaboration de politiques, souci de formation professionnelle, néolibéralisme, enquête interprétative collaborative

Understanding the Challenges of Perspective Transformation in Prison: Biographical Narratives of Foreign National Students of a Second Chance School in Greece

Education has borne the burden of prisoners’ reform since the early days of modern prison. Several studies attest to its transformative potential, taking a short-term perspective. Rarely the experience of being a student, while incarcerated, is examined in the context of the wider biography. This paper uses perspective transformation theory as a point of departure to study how imprisonment influences adult learning. Building on biographical narratives of ten foreign national students of a Second Chance School at the largest Greek remand establishment, and participant observation of relevant class discussions, we argue that imprisonment impedes perspective transformation, strengthening structural inequalities and distorted views of incarcerated students’ position in the social world, that extend far beyond the prison’s walls. We further discuss the perceived importance of the educational relationship, and the ethical implications that educators who work in prisons should consider, as part of their work