This glossary has been created to explore in-depth and describe in a nutshell those educational terms and concepts that are most relevant to the Inclusion4Schools project. The entries of the glossary included here are not only interesting in themselves, but are also in conversation – and sometimes in tension – with each other, as we have sought to give space to competing and conflicting ideas about education. We have divided the glossary into three major chapters: education & inequality, education & change, education & community.
The problem of education is inseparable from the problem of social inequalities, and for the Inclusion4Schools project, in particular, the interpretations of inequalities and the reflection on the role of education concerning them are of particular importance.
Most of us expect education to bring about social change, but it is often unclear what sort of ideas about change lies behind the expectations imposed on education. For the Inclusion4Schools project, the question of what change education is capable to bring to society at all is of utmost importance.
Education is not only a process of qualification but also a field of socialization and subjectification: education brings questions of belonging and becoming into motion. For the Inclusion4Schools project, the pedagogical relationship between the community and the individual (teacher, pupil, parent, etc.) is of central importance.