Call for papers

“Our vision is to transform lives through education. (…) It is inspired by a humanistic vision of education and development based on human rights and dignity; social justice; inclusion; protection; cultural, linguistic and ethnic diversity; and shared responsibility and accountability.” Education 2030 Incheon Declaration Towards inclusive and equitable quality education and lifelong learning for all.

The 2022 ISATT regional conference will be held for the first time in the French context at the university of Bordeaux. By focusing on the concepts of ethics, diversity, and inclusion both at school and outside school, it not only provides an opportunity to debate and share the ideas raised by these themes and key issues at stake, but it also provides an opportunity to explore the interconnection between teaching and research. The theme of this regional conference is built around supranational reference texts produced by international organizations (UNESCO, UNICEF, etc.) through consensus conferences and international forums on inclusive education. Inclusive ethics is indeed the new horizon for global education and training policies. The 2015 Incheon Declaration (“Education 2030”) defines, for example, a framework for action for the implementation of lifelong equitable, inclusive, and quality education for all, school being one of the fundamental driving forces influencing access to equity and social justice (Sustainable Development Goal 4: “Ensuring access to quality education for all on an equal basis and promoting lifelong learning opportunities”).

This conference is aligned to the ISATT goal to promote research aimed at increasing insights into the work of teachers and the process of teaching. The focus is on contexts and diversity and more specifically on the challenges met when dealing with the phenomena of social cohesion, ethics, and cultural diversity at school and outside school from a comparative and political perspective. From this standpoint language, culture, democracy, and citizenship can be seen as key issues having a pivotal role on the quality of teaching and learning. Inclusive education is central to the study of the relationship of teachers to research (in terms of both practice and outcomes): our vision of the inclusive process is that teaching should prove to be a fundamental ethical experience in favour of a democratic citizenship worldwide to a point where it is possible to not give way to a spontaneous tendency to advocate reproduction, which can be a source of violence. In this respect, attention should be paid to how the notion of inclusive quality education is characterised. Different values are in effect conveyed, such as equality, equity, diversity, and quality. From this angle, there seems to be an emerging common commitment at all levels of the school institution and outside: school is more and more frequently valued for its openness, its uniqueness, and its capacity to be a place where there is ongoing problem-solving and professional development for those who work in it. For teachers, this evolution leads to a position of continuous research and life-long questioning in the professional environment. Such a refocusing on pedagogical practices is widely supported by European and international bodies such as the Council of Europe, UNESCO, UNICEF and the European Agency for Special Needs and Inclusive Education. We are also interested in the comparative perspective about the issue of the deployment of strategies for the implementation of an ethical inclusive process in each national context. Inclusive change is not self-evident since each local context has its own specificity. In this respect, UNESCO’s recommendation to harmonize common criteria at national and international level emerges as a warning sign. Numerous questions emerge about how multiple contexts can go hand in hand with intentions and practices of inclusion. The Inclusive Education in Action (IEA) website based on a joint project led by UNESCO and the European Agency offers, for example, numerous workshops and resources for teachers and trainers to encourage personalisation of learning pathways [working together to create enabling environments for personalized learning]. In this perspective, the idea of certified expertise once and for all can be questioned since it rather represents a barrier to the development of effective inclusive professional processes, always faced with the need for innovation inherent in a concrete approach to difficulties on a case-by-case basis, as close as possible to the specificity of each situation.

In the third axis, inclusion is viewed from the perspective of the actors, namely the main stakeholders: students, teachers and other actors when set in an inclusive classroom and school that is open to diversity. Creating a climate conducive to an inclusive classroom and school environment, will help students feel listened to and respected in their diversity. When treated as full-fledged members of the class group, all students are encouraged to become active learners. Do these changes bring about new forms of professionalism? What are the implications in terms of new relationships to knowledge and new modes of mediation, particularly digital? Is there a specific impact on disciplinary didactics? How to analyse the shake-up in labels concerning learning and behaviour disorders and what are the consequences in pedagogical and/or didactic terms?

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