Towards an Inclusive Community: Without the Whole Context There Is No Real Inclusion

Abstract

This chapter examines how different research situates the great importance of agents and spaces such as town halls, public entities and associations, town planning, museums, sports clubs and so forth in a region and their role in the shared commitment to an inclusive education. As the 1994 Charter of Educating Cities pointed out, all education, both inside and outside the school, formal, non-formal and informal, are keys in socialisation processes of children. And those communities that do not share the principles of an inclusive education with rights, equity and justice for all children are causing significant harm, as some of the research we present shows, to the processes of inclusion that are often present within schools.