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SCIENCES
Education and Training, Field Director – Jean-Marc Labat
Education and Society, Subject Heads – Géraldine Farges and Xavier Pons
Accessibility or Reinventing Education
Coordinated by
Serge Ebersold
First published 2021 in Great Britain and the United States by ISTE Ltd and John Wiley & Sons, Inc.
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms and licenses issued by the CLA. Enquiries concerning reproduction outside these terms should be sent to the publishers at the undermentioned address:
ISTE Ltd
27-37 St George’s Road
London SW19 4EU
UK
John Wiley & Sons, Inc.
111 River Street
Hoboken, NJ 07030
USA
© ISTE Ltd 2021
The rights of Serge Ebersold to be identified as the author of this work have been asserted by him in accordance with the Copyright, Designs and Patents Act 1988.
Library of Congress Control Number: 2020946951
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library
ISBN 978-1-78945-011-8
ERC codes:
SH3 The Social World, Diversity, Population
SH3_3 Social integration, exclusion, prosocial behaviour
SH3_7 Social policies, welfare
SH3_11 Social aspects of learning, curriculum studies, educational policies
Introduction
Serge EBERSOLD
Lise, Conservatoire national des arts et métiers (CNAM), Paris, France
Accessibility is undoubtedly a unifying concept that makes it possible to understand the aggiornamento of the school system that accompanies the advent of a societal model that makes the uncertain individual a principle of social organization (Ehrenberg 1995) and knowledge the foundation of its economic and social development (Boltanski and Chiapello 2000). The accessibility of school environments is a social concept that has loomed over educational policies and, more generally, public policies for several decades now; specifically, the promotion of inclusive schools focusing on the well-being and success of every learner and ensuring, to this end, that they are receptive to the diversity of learners’ educational
