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In the present context, the need to contribute to the development of more inclusive societies cannot do without analysis of the factors and situations in which the exclusion of fundamental rights, including education, takes place. The education system is an effective means to include social inclusion by developing the right to education. In this contribution we analyze educational exclusion – the ultimate result of «school failure» – as a dynamic, multi-dimensional, relational phenomenon occurring in a processual continuum, with different areas of risk and vulnerability. A complex network of interrelations is visibilized that requires the elaboration of «ecological» and systemic schemes of understanding. Our research examines the narratives of different members of the educational community concerning «good teaching practices» developed to encourage educational and social inclusion in compulsory secondary education (ESO) in schools of the Autonomous Community of Andalusia (Spain).

Citizenship, Education and Social Exclusion: Good Practice in Teaching and the Risk of Educational Exclusion in Compulsory Secondary Education