Towards a Cartography of Inclusion: Debates, Discontents, and Perspectives from the Global South

Since the end of the 20th century, debates on social and educational inclusion have grown in the heat of the implementation of policies and practices interwoven with processes of exclusion. In this work, and in dialogue with the Charting Inclusive Education Geographies Network, we present elements for a cartography of inclusion in public schools in the Metropolitan Region of Buenos Aires, Argentina. The cartographic perspective, adopted from an intersectional point of view, allows an approach to the dynamics of inclusion that are not presented as homogeneous, but rather multilinear and juxtaposed. We hypothesize that the dynamics of inclusion involve centrifugal forces associated with the sedimentation of exclusion and centripetal forces that push for access to knowledge and schooling. We are referring to forces that allow us to understand the rebound effect that inclusion undergoes, involving large molar lines of power and its micro details.

KEYWORDS
Cartographies; Social inclusion; Disability; Schools; Urban slums