‘In this sense, we use the term integration and thus implement the UNCRPD’. Theorising exclusionary pressures in Switzerland

Abstract

This chapter uses the example of Switzerland to theorise how exclusionary pressures, in the context of the development of inclusive education systems, can only be adequately understood by analysing several interacting levels of education systems. The focus is on developments at the levels of the Swiss federal state, the cantons (which are primarily responsible for the design of the education system), and practices in Swiss schools. These levels are closely interlinked, but each still has its own dynamics, leading to significant regional differences regarding exclusionary pressures. In the analysis presented here, we highlight the relationship between scientific knowledge about inclusion and the argumentation of actors within the different levels. A theoretical framework is outlined for understanding exclusionary pressures as a multi-level effect which is based on a failure to implement structures and practices for inclusion against the backdrop of neglect of existing scientific knowledge. A consequence of this failure is that inclusive education becomes a plaything for political campaigns.