ABSTRACT
The scientific and educational discourse on inclusion in Canada is differentiated into various discursive strands. Historically, those different discourses have been developed for different social groups: For people with special needs, the concept of inclusion is most likely to be followed, while children and adolescents at risk are primarily discussed in the discourse about social vulnerability. For First Nations the education discourse is strongly conceptualised with the category self-control, while Afrocentricity is focused on the education of Afro-Canadian schoolchildren, whereas the refugee's integration discourse is about “protection.” This chapter reconstructs these different discourses and uses selected examples to show intersectional links between these threads of discourse.
