Simply, what is the relationship between the extent to which the political system cherishes ideals of inclusion to the extent of inclusion in schooling? is there a link?
The political ideology could determine whether inclusion is prioritized. In South Africa the notion of an inclusion is enshrined in the constitution. Any form of exclusion is discouraged.
One might say "surely not". But is not the purpose of including human rights in a constitution, or of otherwise recognising human rights, intended to be a contribution towards how rights, incusion, dignity etc. are viewed, and treated? If inclusion was already internalised in a political system there would be much less role for human rights as a formally recognised system of regulating human behaviour
Yes, Jill, I have realized that sometimes political rhetoric on inclusion does not necessarily translate into tangible actions leading to a discrepancy in what the law stipulates and reality on the ground
Like all political rhetoric - which is why, I suppose, a system of human rights takes the issue out of the hands of the political rhetoricians and (hopefully) puts it more in the hands of the people.
In reference to my earlier response, I have noted that some countries who are signatories to international declarations such as Salamanca Statement, their political conditions are constraining to the emancipatory ideals for an all inclusive form of schooling.
In Mexico, on 10 July 2011, the constitution was amended; the central topic of this amendment consisted in prioritize the human rights.
Was previously considered that human rights are granted by the State; regardless the rights belong to individuals as such..
With this amendment, the Mexican state recognizes the existence of human rights; Despite the comment, the reality has not changed.
The regulation does not change the reality.
In summary, are important constitutional norms, however, is more important the true exercise of rights.
I believe that the idea that everyone is included in a collective is based in socialist ideology, not human rights. True human rights pertain to the individual. They are universal, absolute and come before government. A government either acknowledges these rights or not. A proper government protects all rights of all people within its borders. If you are thinking of the "social and economic rights" declared by the United Nations, I have shown in my book on human rights that these are false. As such they damage the whole idea of human rights, causing confusion and waste of resources.
if individuals have rights, Robert I think you are right there are slim chances of exclusion?
To succeed, inclusive education requires a firm law and policy framework and an education system (including, inter alia resources and committed educators) to support its implementation. You may find answers to your question in Dr Tesemma's thesis A CRITICAL ANALYSIS OF LAW AND POLICY ON THE EDUCATION OF DISABLED CHILDREN IN SOUTH AFRICA which he completed at Unisa in 2013. The whole idea of inclusion originated in the international human rights arena and in particular as part of the struggle to gain recognition for the rights of people with disabilities.
The matter of inclusion of everyone in, say, an education system properly comes out of the following theory of rights and government.
A government is created by the people for their purposes. Those who support the government as bona fide citizens get benefits as well as obligations. The obligations are to defend the country when called upon, participate in the law enforcement, e.g., as a witness, juror, etc., vote in elections or on referendi, and so on. The people may, thru a democratic process, e.g., a referendum, decide to assign a proportion of government funds to education of, say, children up to grade 8 (elementary school). Then the children of all citizens have a right to this education on an equal basis..
Becker provides an interesting philosophical approach to 'negotiated rights' in a market economy. I touched on it for a short presentation last year (speaking notes attached)
Becker, L.C., 2005. “Reciprocity, Justice and Disability”, Symposium on Disability, Ethics, Vol 116 No.1, University of Chicago Press, p 9-39.
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