ABSTRACT
This book, ‘International Perspectives on Inclusion within Society and Education,’ hopes to prove that although inclusion is a healthy concept for society and an important concept in education, we need as a society to be aware of its problems, that of alienating other sectors of society by their exclusion and the danger of gang culture as a result of being included or excluded. This book also hopes to demonstrate that economics plays a huge role in inclusive practice. It also hopes to demonstrate the positives and negatives of inclusion nationally and inter nationally and discuss some issues that are rarely discussed such as dual citizenship or radicalization and exclusion, with chapters written by academics based in the USA, the United Kingdom, Finland, Kosovo, Albania, Poland, Lithuania, Latvia, Hungary, Czechoslovakia and India.
This book ‘International Perspectives on Inclusion within Society and Education,’ has emerged as a reflection on the need to be included into groups in all aspects of life, but also the consequences and responsibilities of that inclusion. An example of this is referred to in Woodward and Kohli (2001:1) who claim, ‘inclusion in the European process may paradoxically exacerbate perceived differences,’ and lead to ‘new borders of resources, rights and identities.’ If someone or a country is included but others aren’t there is potential ill feeling and consequences, similarly if someone or a country is included, there are responsibilities to maintain that position.
Education is one of the tools used by society to maintain a certain status quo or improve society for the future, and a huge part of education is given over to the idea of inclusion; however, education is hampered by competition, standards and accountability. This book aims to demonstrate how society and education are both affected by the notion of inclusion and yet both society and education are affected by economics and financial strength.
