ABSTRACT
Major changes are taking place in what democratic societies teach the young, how they teach the young and which of these young matter (Grant and Lei, 2001; Nussbaum, 2010). Currently, there is a bifurcation in the primary aim of education. Some argue that schools need to focus on the teaching of science and mathematics in order to facilitate economic development in a competitive global society (Hanusheck et al., 2008; Zuckerman, 2011). Others argue that schools need to pay attention to the teaching of the whole child for life in a democratic society (Biesta, 2006; Brighouse, 2006, 2008; Nussbaum, 2010). Some within this second group contend that particular attention needs to be given to children who may experience social exclusion; for example, Roma or Traveller children in Europe, street children in large cities in Latin America, children living in refugee camps in Africa and Dalit children in India. According to the Centre for Human Rights Research (CIDH, 2012),
Social inclusion refers to a policy designed to ensure that all people are able to participate in society regardless of their background or specific characteristics, which may include: race, language, culture, gender, disability, social status, age, and other factors. Compared to the general population, groups with such special characteristics are much more likely to face low education, unemployment, homelessness – and resulting poverty and social exclusion.
