Desde la aprobación de la Convención sobre los Derechos del Niño en 1989 los países de América Latina hicieron una opción clara al ratificar dicho tratado y desarrollar en sus legislaciones internas los principios relativos a la defensa de los derechos del niño, niña y adolescente. En esta obra se analizan estos derechos desde la perspectiva educativa, tema cada vez más destacado en las agendas nacionales e internacionales. En los tratados internacionales subyace una concepción inclusiva de la educación, razón por la cual los capítulos de este libro abordan de manera particular diversos ámbitos relacionados con la educación inclusiva: políticas educativas, educación inicial y personas con discapacidad, superando su concepto clásico. El objetivo de este libro es aportar una herramienta útil no sólo para abordar teóricamente esta temática, sino también para ayudar a comprender las prácticas educativas. En América Latina la educación está en el primer plano de las políticas públicas, razón por la cual las aportaciones que se hacen en este libro pueden ayudar a esclarecer los debates, siempre desde la perspectiva de la defensa del derecho a la educación y a los derechos del niño, vista la brecha existente entre la realidad y el discurso legal.

This book addresses the current issues of inclusive education during the time of the global pandemic of COVID-19. It offers inclusive pedagogical strategies and approaches for teachers and instructors to cater for the diverse learning needs of children in the midst of the pandemic. The work explores different ways in which students in different contexts across the globe are being accommodated and shows how inclusion is being implemented. It draws on a range of theoretical frameworks and research projects to provide multiple perspectives on inclusive pedagogical practices.

Testing and Inclusive Schooling provides a comparative perspective on seemingly incompatible global agendas and efforts to include all children in the general school system, thus reducing exclusion. With an examination of the international testing culture and the politics of inclusion currently permeating national school reforms, this book raises a critical and constructive discussion of these movements, which appear to support one another, yet simultaneously offer profound contradictions. With contributions from around the world, the book analyses the dilemma arising between reforms that urge schools to move towards a constantly higher academic level, and those who practice a politics of inclusion leading to a greater degree of student diversity. The book considers the types of problems that arise when reforms implemented at the international level are transformed into policies and practices, firmly placing global educational efforts into perspective by highlighting a range of different cases at both national and local levels. Testing and Inclusive Schooling sheds light on new possibilities for educational improvements in global and local contexts and is essential reading for academics, researchers and postgraduate students interested in international and comparative education, assessment technologies and practices, inclusion, educational psychology and educational policy.

This book synthesizes and analyzes the complex map of educational reforms in Latin America in the first two decades of the 21st century. The book offers insights into the agendas, processes and political economy of educational reforms in Argentina, Brazil, Chile, Colombia, Mexico and Peru. Written by renowned contributors from each country, chapters present systematic, critical and reflective accounts of an intense period of education reforms. The book fills a gap in educational research and provides a systematic study that compares the cases analyzed. The first broad, comparative collection of its kind, the book is well-suited to courses in international and comparative education policy.

In the field of higher education research, one of the most fascinating observations is the consistent and permanent expansion of higher education systems worldwide since the end of the Second World War. Undoubtedly, the predominant approach to address these developments has been through quantitative analysis, as well as international comparisons. The following work examines the particularities of the Venezuelan context with the aim of identifying specific features of this worldwide phenomenon in this South American case. Through a combination of qualitative methods, the author proposes a biographical approach for the study of higher education inclusion processes, which takes into account the perspectives and experiences of those who have been targeted by an ambitious higher education expansion process. The most distinctive feature of this work would be its methodological contribution to the field of higher education research. One could also argue that the ethnographic account of the Bolivarian Missions of education in Chavez’s Venezuela is both original and unprecedented. Furthermore, the writing approach bridges the interests of both academics, practitioners of the field and members of the general public.