‘Education for Sustainable Inclusion': Teachers' Views on Promoting the Theoretical Model

Abstract

Nowadays, educational systems across the world are called to respond to the challenges of globalization that have changed the dynamics of global mobility, and thus social structures. Under these circumstances, it is necessary to become inclusive of diversity in order to achieve or improve a sustainable philosophy of change, exerting a broader social influence. For these reasons, it is now necessary to transcend inclusive education from so-called "special educational needs" in order to pave the way for a pedagogical model that combines specific approaches to diversity to contribute to its fulfillment interdisciplinary mission of the modern school through a sustainable perspective. What is proposed in this paper is precisely this transcendent perspective which is defined by the neo-genic term of "education for sustainable inclusiveness". Twenty secondary education teachers were asked to reflect on their perceptions of such a model, the obstacles they face and their proposals to promote "education for sustainable inclusiveness". The results of our analysis highlight several limitations but also specific perspectives that can be exploited to achieve this.