Education Without Exclusions. Beyond Inclusive Education?

Authors

DOI:

https://doi.org/10.4067/S0718-73782025000200011

Keywords:

Inclusive education, Education without exclusions

Abstract

We are only five years away from the deadline that the international community set itself to guarantee (or at least make steady progress towards) the right to inclusive, equitable and quality education for all, as enshrined in Sustainable Development Goal 4 of the 2030 Agenda (United Nations, 2015). However, the gap between this commitment and the reality of education today is alarming. Not only are we far from achieving it, but there are no clear signs or substantive progress that would allow us to sustain a horizon of real transformation. On the contrary, the ideal of a more just, democratic and inclusive public education system seems to be weakening, diluting and, in some contexts, openly regressing, despite overwhelming evidence demonstrating the profoundly harmful effects of educational exclusion and segregation. These practices not only impact the personal and social development of those who experience them, affecting their learning and educational trajectories, but also erode the very foundations of more cohesive, democratic and socially sustainable societies.

Author Biographies

Cynthia Duk, Universidad Central de Chile

Directora del Centro de Desarrollo e Innovación en Educación Inclusiva y del programa de Magíster en Educación Inclusiva de la Universidad Central de Chile. Además, es Directora/editora de la Revista Latinoamericana de Educación Inclusiva que publica la Facultad de Educación en colaboración con la Red Iberoamericana de Investigación RINACE. Su línea principal de desarrollo e investigación es la inclusión y la diversidad en educación, con énfasis en el desarrollo de escuelas y sistemas educativos inclusivos. Entre otros estudios, lideró Estudio del Mineduc “Criterios y orientaciones para flexibilizar el currículo en los distintos niveles de enseñanza” que sentó las bases para el Decreto 83 de Diversificación y Adecuaciones Curriculares. Tiene varias publicaciones y ha diseñado numerosos programas y materiales de formación y desarrollo profesional, destaca el material de formación docente Educar en la Diversidad para los países del MERCOSUR, el Diplomado e-learning de la OEI, “Escuelas Inclusivas: enseñar y aprender en la diversidad” para Iberoamérica. Ha implementado 3 programas de desarrollo profesional docente con base en el territorio, aplicando procesos de investigación acción colaborativa a través del Estudio de Clases.

 

F. Javier Murillo, Universidad Nebrija

Educational researcher. General Coordinator of the Ibero-American Network for Research on School Change and Effectiveness (RINACE). Researcher at the Observatory on School Segregation. Director of REICE. Ibero-American Journal on Quality, Effectiveness and Change in Education, the Ibero-American Journal of Educational Evaluation and the International Journal of Education for Social Justice. He has been General Coordinator of UNESCO's Latin American Laboratory for Assessment of the Quality of Education (LLECE) and Director of Studies at the Centre for Educational Research and Documentation (CIDE) of the Ministry of Education. Director of the University Institute for Human Rights, Democracy, Culture of Peace and Non-Violence (DEMOSPAZ) at the Autonomous University of Madrid (UAM) and Director of the UNESCO Chair in Education for Social Justice at the UAM. University Professor of Research and Evaluation Methods in Education at the UAM, Coordinator of the research group ‘Educational Change for Social Justice’ (GICE). Bachelor's degree in Mathematics and Education Sciences and Doctorate in Education Sciences.

References

Murillo, F. J. y Duk, C. (2018). Una investigación inclusiva para una educación inclusiva. Revista Latinoamericana De Educación Inclusiva, 12(2), 11-13. https://doi.org/10.4067/S0718-73782018000200011

Naciones Unidas. (2015). Transformar nuestro mundo: la Agenda 2030 para el Desarrollo Sostenible (Resolución A/RES/70/1). https://unctad.org/system/files/official-document/ares70d1_es.pdf

Parrilla, A. (2009). ¿Y si la investigación sobre inclusión no fuera inclusiva? Reflexiones desde una investigación biográfico-narrativa. Revista de Educación, 349, 101-117

Slee, R. (2012). La escuela extraordinaria. Exclusión, escolarización y educación inclusiva. Morata.

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Published

2025-12-30

How to Cite

Duk, C., & Murillo, F. J. (2025). Education Without Exclusions. Beyond Inclusive Education?. Revista Latinoamericana De Educación Inclusiva, 19(2). https://doi.org/10.4067/S0718-73782025000200011

Issue

Vol. 19 No. 2 (2025): Narratives Committed to Inclusive Education from the Voice of Students. Inequalities, Resistance, and Collective Action

Section

Editorial

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