Achieving social inclusion is one of the significant purposes of education; however, although there are advances in regulations, the persistence of structural inequality in Latin America, and the predominance of colonial approaches in the construction of knowledge, both hinder the achievement of authentic inclusion. In this sense, this research, carried out in a Global South university (Ecuador), analyzes the academic thinking on the issue of inclusion and curricular change as a means of including students in a decolonizing epistemic perspective. From a qualitative perspective, the interpretation and analysis of academic narratives, embedded within the conceptual and contextual framework that determines their experiences, show that academics do not appreciate an adequate gender perspective, an inclusive vision, or decolonized knowledge in current university curricula. Most participants see the need to move toward a curricular vision from the Global South that provides more proximate, contextual, and diverse knowledge—in short, one that is socially inclusive.
The curricular resignification of the Community Ethnoeducational Project (PEC) in primary education institutions cannot be understood as a technical adjustment of the curriculum, but as a historical dispute over the meaning of school, over who produces legitimate knowledge and for which lives they become teachable. Bas...
Torres Pérez-María, D. Carmen· Journal of Intelligent Decis...· 0 citations
Evidence suggests the educational gap between those who experience success at school and those who do not is growing. Decades of rhetoric, policy and reform have failed to deliver an inclusive form of schooling that meets the learning needs of all students and much of the blame for this is placed at the feet of sch...
Joanna Anderson· British Educational Research...· 0 citations
Technical and vocaƟonal educaƟon and training (TVET) in South Africa is oŌen framed as a
technocraƟc response to unemployment and economic exclusion. The NaƟonal CerƟficate, VocaƟonal
(NCV) was introduced to posiƟon vocaƟonal educaƟon as a pathway to social and economic inclusion
for historically marginalised youth. Ho...
Josephine Y. Towani, V. John· Educational Research for Soc...· 0 citations
School belonging has become a central focus in educational psychology. The present topical collection, curated by Christopher S. Rozek and Carlton J. Fong, advances this scholarly conversation by bringing together contributions that broaden conceptualizations of school belonging, foreground the role of broader social c...
R. King, Fa-Ming Wang· Educational Psychology Revie...· 0 citations
Problem: Social work education is still stuck in epistemologies of Eurocentrism that continues to perpetrate epistemic violence on the African systems of knowledge, where the Black students are sidelined and the practitioners are unprepared to serve the Black communities. However, the translation of Afrocentric theory...
D. Garner, Sonya Carson· International Journal For Mu...· 0 citations
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