Inclusion and Exclusion, Resources for Educational Research?
In times of wars and conflicts, increasing numbers of migrants and refugees, impairment of a European identity through e.g. the Brexit, and, at the same time, of an increasing re-nationalisation and attempts to construct Europe as a fortress, it is the more important to reflect on and analyse the particular contributions of education and educational research to processes and structures of inclusion and exclusion. At the same time, we also should ask to what extent these processes and structures serve as resources for educational research aiming at sound empirical investigations, critical philosophical, historical and comparative analyses and feasible suggestions for individual and societal developments through education.
Inclusion and exclusion can be seen as the poles between which the degree of societal integration is organised. On the one side it deals with the big topics of social justice, equality, equity and equal opportunities, on the other side it also marks the limitations of what is inside or outside of the constitutional frame of a society. Inclusion and exclusion can be seen both as a process of shifting and changing the degrees of freedom and liberty and as a structure of organising integration according to particular rules and regulations. Europe and processes of Europeanisation play a significant role and bear constitutive responsibilities in these respects. Freedom and liberty, constitutional rights and duties, serve as fundamental principles which we defend against foes and barbarism, which we discuss, interpret and criticise against dogmatism, ignorance, power and oppression, and which we take as the ethical ground education and educational research are based on.