Abstract

CRUZ VADILLO, Rodolfo. Education for Peace, Inclusion and Vulnerability: A Problem of Epistemic Position. Rev. latinoam. estud. educ. [online]. 2024, vol.54, n.2, pp.63-84.  Epub June 21, 2024. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2024.54.2.626.

This work examines proposals for inclusive education and the notion of vulnerability from a perspective of positive peace, arguing that building a culture of peace begins in the educational sphere, specifically through inclusive education. The latter is grounded in principles of social justice and human rights; however, its full implementation is hindered by the exclusion of certain individuals whose full participation is not deemed legitimate. This is because their social position and assigned status marginalize them from full participation in social life. In the school context, some identities are relegated to positions of inferiority due to categories such as special educational needs or learning difficulties, reinforcing their ontological and political exclusion. This production of ignorance perpetuates inequality and hinders recognition and social justice. Thus, there is a need to overcome these barriers to advance towards genuine inclusive education that promotes peace and equality.

Keywords : inclusive education; peace education; social justice; vulnerability.

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