Abstract
The UN Convention on the Rights of Persons with Disabilities has triggered endeavours in many countries to implement inclusive education at public schools. A Christian interpretation that concentrates on the anthropogical themes of fragmentarity, fragility and complementarity offers valuable impulses to the public discourse on inclusive education, including for people with a secular or different religious world view. It can thus contribute to an ‘overlapping consensus’ on inclusive education and help anchoring it in the very center of education and educational theory instead of just seeing it as one additional task of schools among others.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Christianity & Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
