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État de publication: Publiée (2025 )
Nom de la revue: Revue canadienne des jeunes chercher(e)s en éducation
Volume: 16
Numéro: 2
URL: https://journalhosting.ucalgary.ca/index.php/cjnse/article/view/82879
Résumé: Abstract: This editorial examines the tensions and dilemmas surrounding school inclusion in Quebec, in light of recent policies and Sen’s theory of justice. It highlights that the prevailing resource distribution logic, focused on diagnoses and “direct services” to students, can paradoxically constrain the transformation of school environments and perpetuate inequalities. Genuine inclusion requires rethinking school organization, promoting collaboration and dialogue among teachers, researchers, and policymakers, and clarifying key concepts. Dialogue, co-construction, and recognition of the challenges faced by school staff are essential to reconceptualize school inclusion and support the participation and educational success of all students.
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