Global Inclusive Education

Jordi Collet Associate Professor of Sociology of Education at the University of Vic – Central University of Catalonia (Barcelona). Former vice-rector for research and knowledge transfer (2019–2022). Visiting academic at the UCL – Institute of Education (London). He does research and co-constructs applied projects about family education, family-school relationship, educating cities and communities, school segregation, equity in education, education policy, education as a common, and inclusive education.Mila Naranjo Associate Professor of Educational Psychology at the University of Vic – Central University of Catalonia (Barcelona). She has worked in Barcelona Municipal Institute of Education, the University of Barcelona and Open University of Catalonia. She has been participating in projects funded by the National Plan of R&D&I of the government of Spain (SEJ2006-01495/EDUC, EDU2009-08220-E, EDU-2010-19140, EDU2015-66856-R) about inclusion and cooperative learning. She has conducted research and published papers on inclusive assessment and cooperative learning. Jesús Soldevila-Pérez Associate Professor at the University of Vic – Central University of Catalonia (Barcelona). He was visiting academic (2006–2007 – Prof Nicola Cuomo) at Università di Bologna (Italy) and (2019 – Prof Martin Mills) at UCL – Institute of Education (UK). He is currently the coordinator of the Research Group on Attention to Diversity. He is the educational advisor in the Down Catalonia organization. He has been participating in projects funded by the National Plan of R&D&I of the Government of Spain (SEJ2006-01495/EDUC, EDU2009-08220-E, EDU-2010-19140, EDU2015-66856-R) on inclusion and cooperative learning.

• Foreword (Mel Ainscow).- Part I: Introductory Section.- Chapter 1. Inclusion from the classroom to families and the community: Global Inclusive Education (Mila Naranjo, Jesús Soldevila, and Jordi Collet).- Chapter 2.  My (school) life is expensable: radicalizing the discourse against the miseries of the school system (Jesús Soldevila, Ignacio Calderón-Almendros and Gerardo Echeita).- Part II: Classroom Section.- Chapter 3. Cooperative learning for cohesion, inclusion and equity at school and in the classroom (Gemma Riera, José Ramón Lago and Teresa Segués).- Chapter 4.  Inclusive assessment: essential curricular improvement to achieve equity in the classroom (Verónica Jiménez and Mila Naranjo).- Chapter 5. Support in the inclusive classroom (Dolors Forteza, Joan Jordi Muntaner and María Odet Moliner).- Part III: The School Section.- Chapter 6. Strategies for the improvement of educational practices in an inclusive direction: Collaborative consultation and participatory research (Javier Onrubia, José Ramón Lago and Ángeles Parrilla).- Chapter 7. Radical teachers striving for a more socially just education system: An ‘Homage to Catalonia’ (Martin Mills and Haira Gandolfi).- Part IV: Inclusion, Families And Community Section.- Chapter 8. Inclusive education and families: Paradoxes, contradictions and barriers (Jordi Collet, Sara Joiko and Cecilia Simón).- Chapter 9.  Towards an inclusive community: Without the context, there is no real inclusion (Mar Beneyto, Jordi Collet and Marta Garcia-Molsosa).- Chapter 10. Students’ voices and inclusive education for a democratic education (Kiki Messiou, Núria Simó-Gil, Antoni Tort, and Laura Farré-Riera).- Part V: Conclusions.- Chapter 11.  Global Inclusive Education: Challenges for the future (Jesús Soldevila, Mila Naranjo and Jordi Collet).