117703 20230914083611.0 sideral 129255 ART-2022-129255 eng Vigo-Arrazola, María Begoña Universidad de Zaragoza (orcid)0000-0001-9734-8596 Education Recommendations for Inclusive Education from the National Arena in Spain. Less poetry and more facts 2022 Access copy available to the general public Unrestricted The transfer of global education policies occurs unevenly across contexts and fails to consider local identity and characteristics. These policy practices are wrapped up in political interests, power relations and ideological implications. Transferring global policies of inclusion in education to national education systems is a relevant example of this. Drawing on empirical data from 39 semi-structured interviews conducted with policymakers and bureaucrats from 17 regions in Spain, this article examines the transfer of UNESCO guidelines for inclusive education in favour of cultural diversity to national contexts. The analysis reveals that policymakers and bureaucrats recognise international guidelines and highlight education policies aimed at promoting access and participation for all in schools, in line with the UNESCO Framework for Action. However, they also consider local traditions based on compensation through policy structures that favour segregation. The analysis suggests that the transfer of international discourses to national contexts wrapped up in political interests, power relations and ideological implications and reinforce structures of inequality. info:eu-repo/grantAgreement/ES/MINECO/CSO2017-84872 info:eu-repo/semantics/openAccess All rights reserved http://www.europeana.eu/rights/rr-f/ 0.171 2022 Education 2022 Q4 0.6 2022 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Dieste, Belén Universidad de Zaragoza (orcid)0000-0002-7262-896X Blasco-Serrano, Ana Cristina Universidad de Zaragoza (orcid)0000-0002-4294-2982 4001 215 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Didáctica y Organiz. Esc. 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 20, 2 (2022), 275-314 Journal for Critical Education Policy Studies 2051-0969 1306700 http://zaguan.unizar.es/record/117703/files/texto_completo.pdf Versión publicada 1572890 http://zaguan.unizar.es/record/117703/files/texto_completo.jpg?subformat=icon icon Versión publicada http://www.jceps.com/wp-content/uploads/2022/06/20-2-9.pdf Texto completo de la revista oai:zaguan.unizar.es:117703 articulos driver 2023-09-13-13:46:51 ARTICLE