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

通过关注边缘化和“教育贫困”及其对福祉和人类发展的影响，教育作为反对歧视、促进社会正义和克服贫困的进程的作用是无可争议的。然而，越来越多的文献表明，教育未能兑现公平和社会正义的承诺，使女童等最弱势群体失望。由于低识字率与贫困和脆弱性之间的联系已得到公认，因此迫切需要关注谁接受了什么教育。在这项研究中，我们的目标是填补之间存在的差距，理想主义的政策，将平等定义为教育的主要目标，和评估的进展仍然集中在孤立的指标，在获得结构的公平。为了实现这一目标，我们需要一个理论和方法框架，不仅要从学习系统中，而且要在学习系统中破译社会排斥的过程。在理论层面，我们的研究将借鉴各种框架。首先，在社会正义的广泛领域内，我们的研究将参照能力方法（CA）从一个微妙和多层面的角度来看待平等问题，在这个角度内，可以评估人类生活质量、脆弱性和教育价值。竞争性行动重点关注发展机构和扩大选择和自由的各个方面，并将成为我们衡量教育政策的概念框架的基础，因为它允许对教育的社会、过程和赋权/分配作用进行全面分析。其次，社会排斥的概念将构成我们分析框架的支柱。为了更好地解释社会排斥，社会心理学理论将是至关重要的，我们的目标是解开社会关系，信仰和做法，其中发挥了包容性的做法，并确保社会的可接受性和'嵌入'的包容性举措。第三，我们的研究将质疑教育领域的流行话语。我们认为，教育政策和评估，特别是在中低收入国家，继续设计的基础上识字和算术成绩的主要指标，保持目标之间的脱节被视为理想主义和指标为基础的评估是什么构成的“进步”。需要不同类型的信息来理解排斥过程。研究方法将大力借鉴参与性研究领域，以更好地确定不同脆弱性儿童的有意义学习。首先，为了进行广泛的系统评价，我们将使用EPPI-中心方法，该方法提供了具体的工具来评估各种类型的证据评估质量教育。其次，我们将利用各种病例对照调查的教育数据，分析各类残疾人与女童之间持续存在的不平等，以说明不平等的复杂性。第三，根据前几阶段的研究结果，我们将建立一个概念框架，并提出在下一阶段研究中试行的方法。这一方法将使用基于社会系统动态思维的创新技术，并提出混合方法的新组合，超越孤立的指标，解读维持和延续社会排斥的因果因素。最后，研究将确保用户参与各种合作伙伴，组成一个研究咨询小组，就项目的所有阶段提供反馈意见。该小组由决策者和在实地工作的非政府组织组成，还将确保广泛传播调查结果和报告，并协助确定在下一阶段对框架进行试点的实地地点。

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.