The paradoxes of attention to diversity: an approach from educational justice

Authors

  • Aina Tarabini Departament de Sociologia de la Universitat Autònoma de Barcelona

Keywords:

Attention to diversity, educational inclusion, educational justice, educational inequality, curricular justice, educational experience.

Abstract

The objective of this article is to analyse the strategies for managing educational diversity in Catalan comprehensive secondary schooling (from 12 to 16 years old) from the standpoint of educational justice. Based on a qualitative research supported by ethnographic case studies in five secondary schools in Barcelona, this article demonstrates the paradoxes and contradictions of the dominant discourses and interventions on the management of diversity within the educational system. Specifically, it identifies the dynamics of exclusion and reproduction of inequality embedded in two dominant conceptions of diversity (“diversity as a problem” and “diversity as a myth”) and in two hegemonic mechanisms for the management of diversity within the system (grouping by ability and curricular diversification). All in all, the article argues for the need to build a larger comprehensive and inclusive system able to generate equal conditions for all the students not only to access education but also and above all to develop successful educational experiences and to acquire significant and relevant knowledge.

Keywords: Attention to diversity, educational inclusion, educational justice, educational inequality, curricular justice, educational experience.

Downloads

Download data is not yet available.

Downloads

How to Cite

Tarabini, A. (2018). The paradoxes of attention to diversity: an approach from educational justice. Revista Catalana De Pedagogia, 14, 153–175. Retrieved from https://revistes.iec.cat/index.php/RCP/article/view/144988

Issue

Vol. 14 (2018)

Section

Miscellaneous

License

The intellectual property of articles belongs to the respective authors.
 
On submitting articles for publication to the journal Revista Catalana de Pedagogia, authors accept the following terms:
  1. Authors grant to Societat Catalana de Pedagogia (a subsidiary of Institut d’Estudis Catalans) the rights of reproduction, communication to the public and distribution of the articles submitted for publication to Revista Catalana de Pedagogia.
  2. Authors answer to Societat Catalana de Pedagogia for the authorship and originality of submitted articles.
  3. Authors are responsible for obtaining permission for the reproduction of all graphic material included in articles.
  4. Societat Catalana de Pedagogia declines all liability for the possible infringement of intellectual property rights by authors.
  5. The contents published in the journal, unless otherwise stated in the text or in the graphic material, are subject to a Creative Commons Attribution-NonCommercial-NoDerivs (by-nc-nd) 3.0 Spain licence, the complete text of which may be found at https://creativecommons.org/licenses/by-nc-nd/3.0/es/deed.en. Consequently, the general public is authorised to reproduce, distribute and communicate the work, provided that its authorship and the body publishing it are acknowledged, and that no commercial use and no derivative works are made of it.
  6. The journal is not responsible for the ideas and opinions expressed by the authors of the published articles.