Educational inclusion and the right to education: The senses in dispute


  • Ingrid Sverdlick Universidad Nacional Arturo Jauretche



right to education, educational inclusión, senses and practices about inclusion


This article discusses, from a historical perspective, the political dispute over the senses that the right to education and inclusive education have been in different models or educational proposals over time and its particular configuration in the today. It is an analysis that incorporates a look over power struggles that they occur in the field of discourse, understanding the senses that can have the words and the concepts associated with them, to occupy fields that are not only theoretical or speech fields, but they are also fields of political practice. On the other hand, this political reflection is complemented with a critical analysis of school educational inclusion practices, from seeing the results of a research that asked about the forms of appropriation of public policy in secondary schools with projects of educational inclusion of the province of Buenos Aires, Argentina between 2013 and 2015. We are particularly interested in the senses and tensions that assumes the educational inclusion in the discourses and practices of principals and teachers, as much as by the aspects of school life that limit and put in tension these conceptualizations, discourses and practices.


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Author Biography

Ingrid Sverdlick, Universidad Nacional Arturo Jauretche

Doctora en Educación por la Universidad de Málaga, España. Profesora del Instituto de Ciencias Sociales y Directora del Programa de Educación Inclusiva y Pedagogía Universitaria (PREINPU) de la Universidad Nacional Arturo Jauretche, Argentina. Directora de la Carrera de Especialización en Docencia Universitaria de la Universidad Nacional de la Patagonia San Juan Bosco, Argentina. Dirige y desarrolla proyectos de investigación en temas de política educativa, gestión escolar, derecho a la educación y formación docente. Integrante del Grupo de Trabajo de CLACSO (Consejo Latinoamericano de Ciencias Sociales) -Políticas Educativas y Derecho a la educación.



How to Cite

Sverdlick, I. (2019). Educational inclusion and the right to education: The senses in dispute. Education Policy Analysis Archives, 27, 26.



Políticas de Inclusión y Extensión de la Obligatoriedad Escolar