Inclusive education – a Christian perspective to an 'overlapping consensus'

Please always quote using this URN: urn:nbn:de:bvb:29-opus4-81762
  • 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.

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Metadaten
Author:Manfred L. Pirner
URN:urn:nbn:de:bvb:29-opus4-81762
DOI:https://doi.org/10.1177/2056997115602258
Title of the journal / compilation (English):International Journal of Christianity & Education
Document Type:Article
Language:English
Year of Completion:2015
Embargo Date:2017/01/27
Publishing Institution:Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU)
Release Date:2017/01/31
Tag:Human rights; education; inclusion; theology
SWD-Keyword:-
Volume:19
Issue:3
Pagenumber:229 - 239
Original publication:International Journal of Christianity & Education 19.3 (2015): S. 229-239. <http://journals.sagepub.com/doi/full/10.1177/2056997115602258>
Institutes:Philosophische Fakultät und Fachbereich Theologie
Dewey Decimal Classification:Sozialwissenschaften / Bildung und Erziehung / Bildung und Erziehung
open_access (DINI-Set):open_access
Collections:Universität Erlangen-Nürnberg / Allianzlizenzen: Alle Beiträge sind mit Zustimmung der Rechteinhaber aufgrund einer DFG-geförderten Allianzlizenz frei zugänglich. / Allianzlizenzen 2015
Licence (German):Keine Creative Commons Lizenz - es gilt der Veröffentlichungsvertrag und das deutsche Urheberrecht