Educational inclusion and belonging: a conceptual analysis and implications for practice

ABSTRACT

The idea of educational inclusion has become a prevalent approach in school organisation and practice in many international contexts. However, theoretical challenges concerning definitional boundaries of inclusion are frequently noted in contemporary literature. Belonging is one of the concepts that is regularly used virtually interchangeably with inclusion. It is argued in the present paper that the indiscriminate pairing of inclusion and belonging represents a conceptual imprecision, consequently resulting in difficulties when trying to successfully and adequately implement inclusion in practice. The main aims of the present paper are to (1) provide a conceptual analysis of belongingness, (2) identify specific processes that show why pairing of belonging and inclusion might be misleading and (3) outline a framework that might be useful to educational practitioners in dealing with inclusion in concrete situations. The analysis identifies three main processes that obstruct inclusion and should always be considered in practice: (1) diversity, (2) evaluative social categorisation and (3) regulation of closeness and distance. We conclude that awareness about these conceptual nuances is useful for educators in dealing with the challenges of practising inclusive measures.

KEYWORDS:

• Inclusion
• belonging
• education
• teachers
• diversity

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Velibor Bobo Kovač

Velibor Bobo Kovač is a professor of educational psychology in the department of education at the University of Agder, Norway. He teaches courses in psychology, education, special education, and research methods. His research includes studies on inclusion, student assesment, educational evaluation, bullying, and addictive behaviours.

Birgit Lene Vaala

Birgit Lene Vaala is a assistent professor in the department of education at the University of Agder, Norway. She teaches courses in education, communication & coaching, learning strategies, proffesionalization and pedagogy, globalization and competance. Her research include inclusion, general pedagogy and social media.