Decolonize inclusive education

critical tasks for the destabilization of a neo-colonizing project

Abstract

The political of inclusion and decoloniality dwells in the production of other devices of subjectivity, in the question for the redefinition of existence, in the creation of another coherent ontological scheme with the multiple passional forms of its inhabitants. The multiplicity is the main connector between both critical movements. In fact, one of its main critical tasks consists in interrupting the canonical modes of production of knowledge, contributing to a critical reading of the present, a task that from no one position is an agenda for the political. The objective of the work is to reveal how the most widespread discourse worldwide on inclusive education has been transferred without any measurement class to the geopolitical zone defined as Global South. This point informs us about a system of rationality developed by the Global North, reproducing the interests of the zone of being that imposes a pseudo-rationality that operates without objective references on its true index of singularity. Inclusive education is a conceptual elaboration that resides in the deepest depths of Eurocentrism. This link rests on the metaphor of the colonial difference that consolidates its cognitive apparatus through normative western epistemological frameworks. The work concludes by identifying that the decolonizing desire for inclusive education assumes the ethical purpose of documenting a singular act of ontological redefinition, and producing other existential forms. It opens up to the unpredictability of being from the multiplicity of singularities, challenging the subjectivities produced in the course of colonization. In addition, to focus your commitment in terms of: a) relational solidarity, b) transitive solidarity and c) creative solidarity.