Social exclusion and pedagogical inclusion

1. Social exclusion and pedagogical inclusion Prof. Dr. Gabriele Strobel-Eisele Pädagogische Hochschule Ludwigsburg

2. Preliminary remarks • Thetical procedure: more statements, facts • I. The social function of the educational systems in modern societies • II. Pedagogical inclusion (inside the schools): opportunities and limits

3. Modern differentiation (N. Luhmann)important functional systems economy politics law education health

4. Distinction between system levels Complementary role levels (i.g.: pupils, voters, patients, public assistance recipients) Performance role levels (i.g.: teachers, politicians, doctors) Inclusion is also given on a low or precarious level, for people living in secondary inclusion loops (Kronauer: „Exclusion“. In: Bude/Willisch 2006, S. 27ff.)

5. Definition: Social exclusion • „People who have no chance of a satisfactory social participation, who live at the fringes of the society, who are poorly qualified or discriminated...“ (European Commission 2004) • Literatur: Bude/Willisch (Hg.): Das Problem der Exklusion. Ausgegrenzte, Entbehrliche, Überflüssige. Hamburg 2006.

6. Frosty aspects of „inclusion“ concepts ? • exclusion: • no longer a problem of upper and lower class, one can be excluded within“ the societies, • social participation on low levels: • social exclusion is still a fact for those who do not meet required standards

7. conclusions • Social inclusion: based on individual performance and achievement • social justice, poetic justice • Schools: functional for social inclusion Compulsory education: exclusion is „excluded“ for the system of education

8. Educational systems are functional for social inclusion / de-differentiation economy politics health law education

9. Pedagogical inclusion: best instruction and support for individual learning First step: inequality on the basis of „equality“, equal treatment within the school class (de-differenciation inside), but: outside differenciation Second step: inequality on the basis of „inequality“ (differentiation inside, not outside)

10. Heterogeneity: how is it operated? • The health system: highly differentiated, specialisation, homogeneous patient groups • The sport system: - competitive sports (homogeneous groups, specialized training) - leisure sport activities (no high achievement levels, fun, joy)

11. Thesis • The more heterogeneity among the pupils, the more differentiation is needed • Ideal: maximum learning support and encouragement • „Revival of the princely education“ • Try an optimum of support

12. First steps • Some teachers specialize on special learning deficiencies (LRS; AD(H)S; Dyskalkulie): success with homogeneous groups • Differentiated methodology / instruction, adapted to the needs of the learners… A single teacher cannot meet the requirements - assistant teachers and more ressoruces Lit. U.a. Resnick, L.B.(ed.): Knowing, learning and instruction, Hillsdale, New Jersey 1989 ?

13. Compensate for social disadvantages in the early years: elementary education Selection moves to fringes of schools • Accept heterogeneity as a result of school education • Accept that educational systems cannot increase apprenticeships or jobs

14. Remember Samuel Beckett‘s maxim • in Worstward Ho: • „Try again, fail again, fail better“