Inclusion is often understood as a deeper integration, what means that integration itself loses its basic sense of a voluntary and spontaneous interpersonal relationship based on the equality of rights and equalization of life (developmental) opportunities. Integration as a pedagogical concept originates from the idea of the universal education known since the times of Jan Amos Komensky, and nowadays it refers into the philosophical and social contexts of the idea of freedom and equality, constituting an important aspect of the social cohesion policy. Quite rarely, attention is paid to the fact that social (including educational) inclusion can – in defiance of noble assumptions and without conscious intention – aim at dominating the included minority group. The proposal to think about integration as the purpose of inclusion concerns both activities undertaken on educational grounds (especially for students with special educational needs) and more general social policy.

Wraz z ogłoszeniem przez ONZ „Agendy na rzecz zrównoważonego rozwoju 2030” globalna edukacja obywatelska stała się ważnym narzędziem realizacji Celów Zrównoważonego Rozwoju. Jednym z jej zadań jest w ujęciu UNESCO przygotowanie dzieci, młodzieży i dorosłych do budowy bardziej inkluzywnego świata. Krytycy podkreślają jednak, że wiele działań z zakresu globalnej edukacji obywatelskiej ma charakter pozornie inkluzywny. Problematyczny okazuje się konstrukt globalnego obywatela elitarny, imperialistyczny i paternalistyczny, a także ucieleśniający dyskurs neoliberalny.
Celem artykułu jest analiza inkluzywnego potencjału globalnej edukacji obywatelskiej i wskazanie możliwych ścieżek poszerzenia go. Argumentuję, że aby uczynić globalną edukację obywatelską bardziej inkluzywną, warto przeformułować kategorię globalnego obywatelstwa. Odwołując się do prac R. Lister, V. Andreotti, A. Abdiego czy L. Shultz proponuję bardziej elastyczną, pluralistyczną formułę globalnego obywatelstwa, wrażliwego na różnicę, ale nie rezygnującego z uniwersalistycznych obietnic. Nakreślam także wybrane implikacje tej formuły dla globalnej edukacji obywatelskiej.

Online interviews in qualitative research of the pandemic period: inclusive potential, risk of exclusion, and quality of collected data

The paper is devoted to online interviews that gained significant popularity during the pandemic. The text has two main goals. The first was to reflect on the possible mechanisms of exclusion and inclusion of various categories of research participants. The second objective was to analyze the impact of the communication channels used with the respondents on the quality of the collected qualitative data. The study exhibits that online research is gradually becoming more inclusive, and the argument of digital exclusion is becoming increasingly outdated. The respondents’ education may still exclude, especially among lower than secondary education respondents. At the same time, the formula of online interviews offers a significant proinclusive potential, which was reflected in the participation in the study of a number of informants who could be permanently unavailable under traditional research. Research also shows that online interviews are generally effective. However, the application of diversified communication channels results in systematic and measurable differences in the collected data. Considering various aspects, Zoom offered data of better quality than Skype. On the other hand, mobile applications (and phone calls) do not constitute a natural alternative, and it is difficult to recommend them.

Public school towards the inclusion of students with disabilities – diagnosis of selected problems

At the heart of inclusive education is ensuring that students with disabilities have access to high-quality education in a mainstream setting. The way to achieve this goal is to build a new model, a school better adapted to the needs of all students. The paper aims to present the school situation (educational and peer) of students with disabilities against the background of everyday educational practice implemented in many Polish mainstream schools. Adopting the position on the teachers’ fundamental role in designing the development and learning environment, the focus was mainly on their educational activities and attitudes towards inclusive education. Critical points of the didactic and educational process have been identified, which hinder the transition from school routine to education open to the diverse needs of all pupils, including those with disabilities. Significant obstacles to building cooperation, exchanging knowledge among students, and, consequently, increasing the level of social relations were identified, among which the legitimisation of individualistic values, often reinforced by the mechanism of competition, may be particularly important.