Open AccessRetelling Inclusive Schooling
Author(s) -
Margaret Winzer,
Kas Mazurek
Publication year - 2022
Publication title -
international dialogues on education
Language(s) - English
Resource type - Journals
ISSN - 2198-5944
DOI - 10.53308/ide.v8i1/2.249
Subject(s) - dialectic , inclusion (mineral) , embodied cognition , convention , convention on the rights of persons with disabilities , state (computer science) , political science , sociology , law , law and economics , public administration , gender studies , epistemology , philosophy , algorithm , computer science
This paper targets the principle of full inclusion as articulated by Article 24 of the Convention on the Rights of Persons with Disabilities and General Comment #4 through an analysis of the CRPD Committee’s Concluding Observations for Poland, Germany, and Australia. We find inherent tensions and dialectical contradictions between the ideals of full inclusion embodied in Article 24 and the reluctance of the State Parties to meet the targets. To date, the obligations entailed by Article 24 have failed to retrofit education systems.