Constructing a Global Framework for Analysis of Social Exclusion From and Within Learning Systems

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The role of education as a process for fighting discrimination, promoting social justice and overcoming poverty has been indisputable through focus on marginalization and 'educational poverty' and its implications for well-being and human development. However, growing literature is showing that education is failing the most vulnerable groups, such as girls by falling short on promises of equity and social justice. With recognised associations between low literacy and poverty and vulnerability, there is urgent need to focus on who is receiving what education. In this research we aim to fill a gap that exists between idealistic policies that define equality as a main objective of education, and assessment of progress that remains focussed on isolated indicators of equity in access to structures. To achieve this, we need a theoretical and methodological framework that deciphers processes of social exclusion not just from, but also within learning systems. At the theoretical level, our research will draw upon various frameworks. Firstly, within broad realms of social justice, our research will look at equality with reference to the capabilities approach (CA) for a nuanced and multidimensional perspective within which quality of human life, vulnerability and value of education can be appraised. The CA focuses strongly on aspects of developing agency and expanding choices and freedoms and will be foundational to our conceptual framework for gauging education policies by allowing a comprehensive analysis of the instrumental social, process and empowerment/distributive roles of education. Secondly, the concept of social exclusion will constitute the backbone of our analysis framework. In order to better decipher social exclusion, theories of social psychology will be crucial to our aim of unpacking social relations, beliefs and practices amidst which inclusive practices are played out and ensuring the social acceptability and 'embeddedness' of inclusive initiatives. Thirdly, our research will question the prevalent discourses in the field of education. We argue that education policies and assessments, especially in LMICs, continue to be designed solely based on primary indicators of literacy and numeracy achievement, maintaining the disconnect between objectives viewed as idealistic and indicator-based evaluations of what constitutes 'progress'. There is a need for a different type of information to understand exclusion processes. The research methodology will strongly draw on the field of participatory research to better determine meaningful learning for children with different vulnerabilities. Firstly, in order to carry out an extensive systematic review, we will use the EPPI-Centre methodology, which provides specific tools to appraise various types of evidence on assessment of quality education. Secondly, using data on education from various case control surveys we will analyse inequalities that persist between individuals with various types of disabilities as well as girls, in order to illustrate the complexity of inequality. Thirdly, based on the findings from the previous stages, we will build a conceptual framework and propose methodology to be piloted in the next phases of the research. This methodology will use innovative techniques based on social systems dynamics thinking and propose new associations of mixed methods that look beyond isolated indicators to decipher the causal factors that sustain and perpetuate social exclusion. Finally, the research will ensure user involvement from various partners by constituting a Research Advisory Group that will provide feedback on all phases on the project. This group, consisting of policy makers and NGOs working on the field will also ensure that findings and reports are widely disseminated and assist in determining field sites for pilot testing of the framework in the next phases.