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Microexclusion in Inclusive Mathematics Education

  • Ana Carolina Faustino
  • Amanda Queiroz Moura
  • Guilherme Henrique Gomes da Silva
  • João Luiz Muzinatti
  • Ole Skovsmose
Chapter

Abstract

In Brazil, the right of all students to education is legally reinforced in order to make educational institutions truly inclusive. However, in inclusive contexts, the processes of exclusion, which previously were explicit, have often been transformed into local and implicit actions. Such microexclusions may be carried out covertly, which makes it difficult to identify and denounce them. In particular, we investigate what types of microexclusions can be identified in inclusive contexts. In so doing, we present a range of cases of microexclusions, which illustrates that overall processes of macroinclusions can be accompanied by microexclusions. This applies to any educational context, including inclusive mathematics education. We identify eight different types of microexclusions having to do with ignoring, normalising, paying special attention to, barring, labelling, disqualification, stigmatising and institutionalising.

Keywords

Macroinclusion Microexclusion Types of microexclusions Inclusive education Mathematics education 

Notes

Acknowledgements

We have discussed the relationship between macroinclusion and microexclusion in Faustino et al. (2017), and here, we draw on ideas from this paper. We thank Peter Gates for his helpful comments and suggestions.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Ana Carolina Faustino
    • 1
  • Amanda Queiroz Moura
    • 1
  • Guilherme Henrique Gomes da Silva
    • 2
  • João Luiz Muzinatti
    • 1
  • Ole Skovsmose
    • 3
    • 4
  1. 1.Universidade Estadual PaulistaSão PauloBrazil
  2. 2.Universidade Federal de AlfenasAlfenasBrazil
  3. 3.Universidade Estadual PaulistaRio ClaroBrazil
  4. 4.Aalborg UniversitetAalborgDenmark

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