Teaching Methods and The Field of Educational Sciences Pose Significant Challenges
Keywords:
inclusive education, ambiguities, study, education, medical interventionAbstract
This text examines the comparison between inclusive policies designed to
support children with specific needs and those catering to students from immigrant
backgrounds. Initially, it aims to demonstrate how the European political discourse on
inclusion in these realms is heavily influenced by the frameworks of human capital and social
cohesion, primarily targeting marginalized individuals rather than addressing systemic
educational structures. Subsequently, it delves into the intricate processes involved in
translating these policy recommendations within the French-speaking Uzbek education
system. The authors argue that these political orientations, characterized by soft governance,
do not fundamentally challenge the existing educational structures, thus struggling to address
the mechanisms that perpetuate differentiation within the educational quasi-market. Lastly,
the text proposes recommendations for a comprehensive inclusive policy centered on social
justice, emphasizing the need for coordinated action to address cognitive processes of
stigmatization and reform school structures.
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