Abstract
Studies in the field of education show that several factors influence the occurrence of exclusion within schools. Amongst others, issues of gender, race ethnicity, minority groups and disability are at the core of exclusionary procedures. It is already known that school culture, policy and practice are major dimensions to be changed if a school adopts an inclusive philosophy.
Most current literature in inclusive education concerns ways of promoting inclusion and participation in education settings yet placing a particular attention on classroom practices. It focuses on the necessity of implementing teacher training programmes and on the development of equal opportunity, and access policies that value diversity as a crucial factor to developing more inclusive practices.
This paper presents two major arguments. Firstly it argues that the movement towards inclusion would greatly benefit from studies that focus on how exclusionary events happen within school as an organisation (and not only within the classroom) on a daily basis. Secondly, it intends to shed light on how historical and local community factors are of particular relevance to the understanding of how exclusion and inclusion happen in each single educational institution.
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