Policies of inclusion and the right to education at the secondary level of education

Abstract

In this article, I will briefly review the characteristics that educational policies have assumed in order to favor educational and social inclusion processes, specifically those oriented towards the secondary level of education.
Thinking about and/or addressing inclusion policies necessarily implies referring to a concept and/or principle that is the right to education. It is worth reflecting, then, on what the notion of right implies. According to Rinesi "it supposes the idea of a fundamental equality among people, we are all equal, therefore we have rights that are universal, or it builds it, we all have such a right and as holders of that right we are equal". But this notion of equal rights, Feldfeber and Gutz (2019) propose without distinction of race, religion or culture, is in opposition to the particular demands of cultural identity that claim a differentiated treatment of certain groups on grounds of vulnerability, backwardness or historical injustice.
Specifically, I believe that the dilemma between equal rights and attention to diversity has crossed the historical configuration of the educational system and, more specifically, the secondary education level.