Inclusive education and school governance: Discourses, tensions, and realities
Wedi'i Gadw mewn:
| Awduron: | , |
|---|---|
| Fformat: | artículo original |
| Statws: | Versión publicada |
| Dyddiad Cyhoeddi: | 2025 |
| Disgrifiad: | This reflective article aims to critically analyze how school governance —understood as a state strategy for managing and articulating public and private actors — manifests itself and generates tensions within the field of inclusive education in Colombia. Adopting a critical-discursive approach grounded in the documentary analysis of 25 normative, academic, and technical sources, the study identifies three central axes: (1) the relationship between governance and educational privatization practices; (2) the tensions between formal inclusion and structural exclusion; and (3) the effects of governance policies on school autonomy. The findings reveal that, although governance discourse promotes participation and equity, in practice it reproduces inequalities and limits deep pedagogical transformations. The analysis draws on the theoretical frameworks of authors such as Michel Foucault, R. A. W. Rhodes, and Gert Biesta, contributing to a critical understanding of power dynamics in inclusive education. The methodology is based on a systematic documentary review. Clear inclusion and exclusion criteria were established: normative documents, institutional reports, and academic articles published between 2000 and 2023 were selected from databases such as Google Scholar, Redalyc, SciELO, and official portals of the Ministerio de Educación Nacional de Colombia. The inclusion criteria considered thematic relevance (governance and inclusive education), academic rigor, and contextual pertinence to the Colombian setting. A critical discourse analysis (CDA) was applied to identify and categorize dominant narratives, conceptual tensions, and power relations surrounding school governance. The analysis shows that the relationship between school governance and inclusive education in Colombia is marked by unresolved structural tensions that hinder a legitimate pedagogical transformation. Governance, conceived as a public–private articulation strategy, functions as a device that reproduces not only the cultural capital of a given context but also logics of privatization and inequality, while maintaining a gap between the formal inclusion set out in policies and the structural exclusion present in practice. Likewise, it impacts school autonomy by subordinating it to criteria of efficiency and standardization. Overall, it is concluded that school governance operates as a contested field in which meanings, practices, and forms of power are negotiated and strained, rather than as an effective mechanism for inclusion. |
| Gwlad: | Portal de Revistas TEC |
| Sefydliad: | Instituto Tecnológico de Costa Rica |
| Repositorio: | Portal de Revistas TEC |
| Iaith: | Español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/8323 |
| Mynediad Ar-lein: | https://revistas.tec.ac.cr/index.php/trama/article/view/8323 |
| Allweddair: | gobernanza inclusión escuela privatización mercantilización governance inclusion school privatization commodification |