EXPLORING THE REPRESENTATION OF INCLUSIVE EDUCATION IN THE BOLOGNA PROCESS: evidence from the documents of the Social Dimension Working Group
DOI:
https://doi.org/10.20873/uft.2447-4266.2024v10n1a57ptKeywords:
Inclusion, People with disabilities, Global education policies, Bologna ProcessAbstract
The aim of this article is to analyse how inclusive education is represented in the Bologna Process. Based on the concept of the educational set (Robertson; Dale, 2014), a documentary study was carried out by analysing the Social Dimension working group between 2014 and 2024, the time frame of this research. This group is responsible for promoting equity and inclusion policies in higher education in Europe. The results showed that there has not been a balance between the policies that make up the Bologna Process's educational package. The policies of the working group analysed have a homogenising character, without distinguishing their target public, due to the specific socio-cultural difficulties that Europe has faced in the last decade, marked by economic difficulties, wars and the immigration crisis. Issues linked to the education market have evolved more and the social dimension has not occupied the same space in the debates at evaluation meetings.
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