The academic production on educational inclusion policies for the secondary school in Argentina (2018-2021). A meta-research approach.

Abstract

This paper presents the results of an inquiry —from a meta-research approach— on the production of knowledge about educational inclusion policies to guarantee compulsory secondary school in Argentina. The study covers a set of twenty-one academic papers published in scientific journals by authors based in Argentine institutions in the period 2018-2021. Our analysis focus, firstly, on the theoretical and methodological approaches and on the institutional and regional origin of the authors, as well as on the geographic scale of each study. Secondly, we address the connections between this production and supranational agendas and agencies, assuming that the "problem" of "educational inclusion" is part of a global agenda of educational reform. The results allow us to identify some general characteristics of the academic production in terms of its institutional background and scales of analysis; they also show a strong preeminence of constructivist and critical perspectives in epistemological terms, and the absolute predominance of qualitative approaches in theoretical and methodological terms. Regarding the treatment of the concept of "educational inclusion" we highlight the place of UNESCO as a conceptual referent, as well as an approach to the "problem" of inclusion in its links with "social justice" or “educational justice”.