The challenges of pedagogy by introducing inclusiveness into the school system
Irena Lesar

Summary:  Abstract: The article provides an overview of the previous findings of implementing inclusiveness in the field of education and reflection on the challenges that the need for greater degree of realization of this idea puts on pedagogy. It arises from the specific notion of inclusiveness as the requirements for the transformation of the school system, and from the assumption that inclusiveness is fundamentally a pedagogical issue. By highlighting some aspects of the school system (the purpose of education, the reproduction of social inequality in schools, the conditions for learning and personal development, the individualistic perspective of the reasons for the child’s failure and rejection, relevant knowledge for (future) pedagogical staff), points to the key challenges that are put forward to pedagogy by introducing a complex understanding of inclusiveness. These include, in particular: (a) placing educational (vzgoja) theory in international discussions and reinforcing the educational (vzgoja) point of view, (b) promoting debate on concepts of knowledge and critical analysis of the existing programmes, (c) maintaining different pedagogical paradigms, (d) establishing culture and climate in educational institutions that support the implementation of inclusiveness, and (e) explore the possibilities of more effective (re)formation of attitudes of (future) pedagogical and managerial staff.

* Full text article is only available in Slovenian language.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.