Challenging the discourse of inclusion and exclusion with off-limits curricula

This paper argues that current educational strategies for social inclusion tend to translate the needs of the excluded into cases for intervention, rather than provide the excluded with space to maintain their individuality in a pluralist society. The definition of exclusion does not always take account of the complexities of exclusion and inclusion. The paper briefly explores some paradoxes of definition between inclusion and exclusion and looks at some of the reasons why the topic is of current political interest in the UK context. It explores some more liberal arguments for learning among the socially excluded. However, it suggests that one reason for the failure of current strategies to address broader economic or social educational purposes is because the theory of 'difference' is not adequately addressed in the curriculum or pedagogical approach, including student-teacher power relationships. This position is exemplified through reference to a recently completed UK action research project with adults who might be regarded, in educational terms, as socially excluded