2024 Volume 50 Pages 26-45
This study aims to organize and reconstruct how the concepts of diversity, equity, and inclusion have been discussed and interrelated in school system studies since the 1990s.
First, we examined the discussion regarding the recognition of diversity in the Japanese school system. The first issue was how to interpret the stratification of diverse learning places. The second issue was whether to respond to individual diversity through institutional diversification or in the “common education” setting. Regarding the first issue, the study clarified that even if there was a possibility of stratification, it was likely to be justified if it was “another place of learning” for children with difficulties. Regarding the second issue, evidently, there are divergent positions on whether a “common education” setting is essential for learning the ethics of symbiosis.
Second, we examined how these issues have been addressed in the debate on inclusion in the school system. In those discussions, responding to individual diversity with a continuous “another place of learning” and rethinking the nature of the regular school/classroom had to be pursued simultaneously. The study clarified that the boundary between “another place of learning,” and the regular school/classroom had to be constantly reviewed.
Finally, in the discussion on equity in the school system, we examined what activities and actions “constant review” implies. This means that the adults and children around them not only respond to the obvious needs of the child with difficulties but also try to hear the voices that are difficult to express. It also intended to allocate resources to enable a review of learning places and the educators’ own involvement based on their needs and the voices they heard. It also reviews structural injustices and dominant cultures at the group level.
The first implication of the above discussion is the need for the majority and those in power to listen to the voices of those who have been disadvantaged because of their heterogeneity and diversity within individual schools and organizations. Second, there is a need to consciously create opportunities to learn about the ethics of symbiosis and constantly review the system of inclusion once it has been decided, rather than regarding it as absolute as there is always the possibility of stratification when the response to their voices is institutionalized.
