Why is Inclusion a Social Justice Issue?

Inclusion affirms the value and diversity of all human beings. Diversity is a hallmark of our society. To celebrate this diversity, and to cultivate respect for all, educators must nurture equality and inclusion within the classroom. An inclusive classroom weaves equity into all elements, and is framed by a belief that diversity based on ability, race, culture, language, and socioeconomic status is valued, and that a quality education for all students is a human right (UNESCO, 2017). Inclusive education practices promote equity and access for all students regardless of their ability, race, culture, or socioeconomic status.

Equity from an inclusive perspective seeks to understand and respond to the inevitable inequality in schools brought about by the existing categories of difference. These categories of difference include “race, ethnicity, language, social class, religion, gender, sexual orientation, ability and disability conditions, and citizenship status” (Scorgie & Forlin, 2019, p.43). Schools are imperfect places, microcosms of the larger culture. Students across a spectrum “of diverse embodied, communicative, neurological, and intersectional realities and identities have fought for inclusion in spaces that are rarely created for them and that often perpetuate oppression, marginalization, and segregation” (Scorgie & Forlin, 2019, p.164).

The educators’ role is to actively identify and challenge classroom, school, and societal practices that reproduce inequity. It is important for educators to work together to re-envision what the inclusive classroom is and what it can be (Scorgie & Forlin, 2019). Educators must consider the social, cultural, and economic realities that often shape a student’s chances in the classroom and in the larger world (Scorgie & Forlin, 2019).

Inclusive Education and Equity

Inclusive education practices are about equity, access, and the removal of barriers. Inclusion is about (1) attending to the needs of the traditionally and historically marginalized and deprived populations of students, (2) redressing disadvantages in terms of opportunity and social mobility, (3) providing a fair and open access to all, (4) recognizing and honoring differences, and (5) opening doors of access and opportunity for everyone by redistributing resources and services, particularly to those in greatest needs (Scorgie & Forlin, 2019).

Equity work focuses on “repairing harm, restoring voice, dignity and agency, and increasing democratic participation for all. It also means reimagining schools as sites for teaching, practicing, and implementing democratic and inclusive practices that can help students, teachers, and community members learn about the common good as well as how to participate in civic life” (Scorgie & Forlin, 2019, p.44). This inclusive approach from a socially and culturally situated view to education implies the need to work “to challenge inequities and develop healthy and sustainable communities by teaching democratic practices and promoting civic and community engagement” (Scorgie & Forlin, 2019, p.44).

The ultimate goal is to create learning environments “that give all students equal opportunities to personalize their education, share their voices, and create their own paths to success while embracing their own identities” (Chardin & Novak, 2021, p.11). Therefore,

The Inclusion Project is a social justice project committed to challenging inequities, removing barriers, providing access, and cultivating belonging in all classrooms by equipping educators and parents to connect with appropriate and relevant resources, research, and experts in inclusive education.

References

Chardin, M. & Novak, K. (2021). Equity by design: Delivering on the power and promise of

Scorgie, K. & Forlin, C. (2019). Promoting social inclusion: Co-creating environments that

foster equity and belonging. Emerald Publishing Ltd.

UNESCO (2017). A guide for ensuring inclusion and equity in education. UNESCO.