ABSTRACT
The book's framework of promoting inclusive systems in and around schools is outlined as a synthesis of systems theory, critical education theory, critical space theory and superdiversity, while committing to a range of key principles to underpin inclusive systems building also on a human rights-based approach. These key principles include equality and non-discrimination children's rights to expression of voices and participation, active participation of parents in school and the broader community, including representation and participation of marginalised groups. Inclusive systems in and around schools particularly focus on the holistic and differentiated needs of migrants. In doing so, it challenges the ‘heroic’, individualistic discourse of resilience, of resilient individuals, and the problematising and homogenising of migrants. Critical Education Studies try to see the world through the eyes of the oppressed and dispossessed and act against the institutional processes that reproduce oppressive conditions. A critical theory of spatial systems of exclusion and inclusion highlights a spatial turn in education, the humanities and the social sciences and invites a questioning of the shift from diametric spatial system blockages of assumed separation, closure, mirror image othering and hierarchy. It recognises inclusion and exclusion are spatial concepts, while superdiversity highlights the need to address complexities and specificities at system levels for migrants.
