REDISTRIBUTION, RECOGNITION AND REPRESENTATION AS AXES FOR THE SOCIAL AND EDUCATIONAL INCLUSION

Abstract

The chapter reflects on the continuous relationship between the right to education - social justice - democracy, for people with disabilities, using Nancy Fraser's three proposed axes of analysis: recognition, redistribution, and representation. From a methodological point of view, this is a theoretical essay If we consider the educational space as privileged for social inclusion, where individuals in the process of learning and development achieve different educational levels, identify, construct, and project themselves for inclusion in other aspects of life, then educational inclusion should be linked to defending the dignity and equality of individuals. This involves improving the conditions of educational institutions to enhance participation and learning quality, promoting cultural activities and community representation and identity to reduce exclusion. However, although the criteria for equality and inclusion are guaranteed, social participation and quality of learning are not (redistribution). Aditionally, the coexistence of a special education model alongside a regular one, impedes the development of an inclusive system and the recognition of diversity as a value. Therefore, no society can truly be democratic without social justice advocating for all human rights, including the right to education (representation). As a consequence, it is essential to accelerate progress in the social and educational inclusion of individuals facing learning barriers and/or disabilities.