The Ethics of Difference and the Philosophical Foundations of Inclusive Education
The Ethics of Difference and the Philosophical Foundations of Inclusive Education

Summary/Abstract: The evolving understanding of differences within educational frameworks has profound ethical implications, particularly in the context of social justice and inclusion. This article examines difference not merely as an attribute but as a fundamental ethical and ontological category rooted in the philosophical works of Emmanuel Levinas, Jacques Derrida, and Gilles Deleuze. By critically analysing normative structures in inclusive education, this study challenges integration strategies that often lead to assimilation and control rather than the genuine recognition of diversity. In this context, poststructuralist, posthumanist, and critical pedagogical approaches have been explored as transformative perspectives on inclusive education, positioning it as a dynamic space for diversity. Additionally, the article examines the relationship between Universal Design for Learning (UDL) and person-centred education, questioning whether these frameworks truly uphold the principles of social justice or perpetuate existing educational inequalities. Through this ethical and philosophical lens, this study proposes a reimagining of inclusive education as a transformative process that values difference as a core component of the educational system.

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