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Achieving Access in a Time of Change –ADOLL and Innovative Inclusion
Dr. Alan BruceULS Dublin
ADOLL Conference
Granada, 7 September 2016
Thematic Overview
Crisis, change and context
Looking at Exclusion
Inclusion and creating access
Best practice and language learning
1. Crisis, change and context How wrong can you get? Fukuyama
and the End of History (1992) Sociologies of dislocation The end of certainty: change or
chaos? Narratives of insecurity and change Migration:
departing/arriving/learning European dimensions, global issues
Globalized realities Globalization – accelerating and
pervasive Crisis, meltdown and re-structuring
post 2008 Stratification and inequity increasing Labor market transformation Rights and inclusion – token or real? Access, quality and innovation in
education
Spectres at the gates
Persistence and increase in inequality Permanent hopelessness of excluded Invisibility, ethnic difference and racism Seeking scapegoats and creating
victims Access means many things….
UNESCO Global Education Monitoring Report
2030 Agenda: Sustainable Development Goals
Environmental sustainability Values & skills: minority cultures and
diversity Inequality and violence
A transformed world End of expected certainties
No return to ‘normal’
Universal secondary education - by 2084
Planet of Slums (Mike Davis): hypercities of the future
Lifelong learning: only 37% of EU adults attended adult education in 2011
40% of global adults taught in a language they do not understand
2. Looking at Exclusion
Exclusion is much easier to define Tangible evidence of legacy of
discrimination Economic, social, cultural dimensions
– as well as educational Denial of access to resources Unacceptable but often tacit
acceptance in divided or unequal societies
Dimensions of exclusion
Barriers (intentional or otherwise) Attitudes Prejudices Stereotypes Rejection Hostility
Segregated schooling
Centuries of exclusion in learning systems
Outright ban – girls, women and disabled
Separate systems: gender, language, religion, class, ethnic group
Unequal resources and outcomes Fragmentation and
disenfranchisement
Special schools in Ireland Established for the blind and deaf 3 schools each Operated only at primary level Hidden and bleak
And the learner?
Into the nothingness of scorn and noise,Into the living sea of waking dreams,Where there is neither sense of life nor joys,But the vast shipwreck of my life's esteemsJohn Clare (1793 – 1864)
Mainstream perspectives
Disruptive classroom behaviors Absenteeism Early school-leaving Teacher burnout Migration, integration and sustainability Literacy, numeracy, basic skills Languages Quality and governanceDG EAC (2008) European Education and Training Systems in the Second Decennium of the Lisbon Strategy, NESSE and ENEE.
So what is exclusion?
A multidimensional process of progressive social rupture, detaching groups and individuals from social relations and institutions and preventing them from full participation in the normal, normatively prescribed activities of the society in which they live.
H. Silver, Social Exclusion: Comparative Analysis of Europe and Middle East Youth, Dec. 2007. (Wolfensohn Center for Development, Dubai)
3. Inclusion: Concept or Empowerment
Five key issues:1. Measures to reduce early school leaving2. Priority education measures in relation to disadvantaged pupils and groups3. Inclusive education measures in relation to pupils with special needs4. Safe education measures in relation on the reduction of bullying and harassment5. Teacher support measures.
Attempting definition…kind of…
Social inclusion can be defined as a number of affirmative actions undertaken in order to reverse the social exclusion of individuals or groups in our society
INCLUSO (EU 7th Framework, 2009)
Inclusion 2.0
At the core of inclusion must be ability to assess critically and express freely
Fundamental to inclusion is ability to ask questions that challenge existing relations
Inclusion re-examines existing reality while posing viable alternatives
Trajectories of inclusion Youth and mass unemployment Demographics: ageing and life
expectancy Women and labor market
participation Immigration, cultural and religious
difference Disability Conflict, stress, anomie Urbanization, dissent and democratic
deficits
Inclusion roadmap
Increased application of new knowledge
Open and distance learning technologies facilitating learners and staff competence
Transformation of traditional teaching role to mentoring, guiding and facilitation
Development of network of inclusion best practice at European level
Adopting UDL Inclusion not as destination but
starting point
4. Language best practice – Global Citizenship
Transformational learning Doing learning differently Innovation and inclusion – threat or
opportunity? From curriculum to competence From language learning to
communication
ICT and re-imagining access Contradictory and paradoxical process Never greater potential - side by side with
increasing disparities of access What we think:
Citizens▪ Shared knowledge▪ Participative engagement
What we have: Consumers▪ Increasing exclusion▪ Significant problems with equitable access
UN Thematic Learning Outcomes Awareness of the wider world and a sense of own role
both as a citizen with rights and responsibilities, and as a member of the global human community.
Valuation of the diversity of cultures and of their languages, arts, religions and philosophies as components the common heritage of humanity.
Commitment to sustainable development and sense of environmental responsibility.
Commitment to social justice and sense of social responsibility.
Willingness to challenge injustice, discrimination, inequality and exclusion at the local/national and global level in order to make the world a more just place.
Empowerment
Empowerment is the process of increasing the capacity of individuals or groups to make choices and to transform those choices into desired actions and outcomes. Central to this process are actions which both build individual and collective assets, and improve the efficiency and fairness of the organizational and institutional context which govern the use of these assets.
World Bank 2011
In from the margins: the barbarians have arrived! From oppression to emancipatory learning Insights of the excluded - voices of the
invisible Learning to think – and teach – anew Creating benefit for all Critical thinking Disability and learning: from Louis Braille to
Ken Robinson ADOLL: demonstrates ICT, language learning
and creative application are possible
Setting sail to Ithaka
Removing barriers - mind and heart Avoiding inclusion clichés Facilitating new voices Asserting imagination and creativity Limitless potential of the inclusion
focus Learning as foundation for
transformation From the core of crisis – new
directions of potential
Thank you
Dr. Alan BruceULS Dublin
Associate Offices: BARCELONA - HELSINKI - SÃO PAULO - CHICAGO