Publication of DCU Educational Disadvantage Centre’s Inclusive Systems and Inclusive Arts Education Key Principles Framework

DCU Educational Disadvantage Centre’s Inclusive Systems and Inclusive Arts Education Key Principles: A Strategic Framework for the Arts and Social Inclusion in Education Sector

Dr. Una McCabe and Professor Paul Downes 2025

Ten Key Principles for Inclusive Systems in and around Schools (Downes, Nairz-Wirth & Rusinaite 2017) report for the EU Commission p.18 https://op.europa.eu/en/publication-detail/-/publication/6e48090a-e204-11e6-ad7c-01aa75ed71a1

A1. System wide focus Schools, agencies and families are distinct but connected systems, each having a set of relationships and mutual influences that impact the individual – both system blockages as barriers and system supports. 

A2. Equality and non-discrimination Substantive equality requires a commitment to educational success for everyone irrespective of social background; to achieve this, different groups may need additional supports. Non-discrimination includes a right to equality of concern and respect in a supportive environment free of prejudice. 

A3.Children’s rights to expression of voices and participation, and other educational rights Children have a right to be heard on issues directly affecting their own welfare, with due regard to their ages and maturity.

 A4. Holistic approach A holistic approach recognises the social, emotional and physical needs, not simply the academic and cognitive needs, of both children/young people and their parents.

 A5. Active participation of parents in school, including marginalised parents Parental input into school policy and practices, as well as their children’s education, requires both a general strategic commitment and a distinctive focus on marginalised parents’ involvement. 

A6. Differentiation in prevention approaches Different levels of need require different strategies to meet them, including those students and families that are experiencing moderate risk and chronic need. 

A7. Building on strengths Promoting strengths in effect challenges the negative deficit labelling of vulnerable groups, and seeks to promote growth (both for individuals’ personal and educational development and for system level development) rather than simply prevent. 

A8. Multidisciplinarity as a multifaceted response for students with complex needs A range of actively collaborating professionals is needed to address the complex, multifaceted needs of marginalised groups. 

A9. Representation and participation of marginalised groups Marginalised groups include those experiencing poverty and social exclusion, those at risk of early school leaving, those experiencing bullying, mental health difficulties and/or special educational needs, and in addition, some groups of migrants and ethnic minorities.  There must be a distinct focus on the processes and structures that ensure these groups’ representation and participation. 

A10. Lifelong learning Lifelong learning, from the cradle onwards, requires a distinct educational focus on active citizenship, personal and social fulfilment, intercultural dialogue across communities, and additionally on poverty, social inclusion, and employment. It embraces informal learning, as well as nonformal and formal education classes relying on active learning methodologies.

Seven Key Principles for Inclusive Arts Education

B1. Equity and Access

Inclusive arts education ensures equal access to arts learning opportunities for all students, regardless of their abilities, socio-economic background, gender, or ethnicity. EU policies emphasise eliminating barriers to participation, ensuring that all individuals have equitable access to the arts and can develop their full potential. This includes making arts education spatially, physically, socially, and economically accessible, ensuring that marginalised and vulnerable groups are fully included. A financial resource allocation process needs a prioritising focus on those most in need. 

B2. Personalization and Flexibility

The design of arts education must be adaptive and responsive to the diverse needs of students. This principle highlights the importance of differentiated learning, curriculum flexibility and the elimination of winner/loser oppositions, enabling personalised learning paths that cater to individual talents, learning styles, and cultural backgrounds. The EU’s Council Recommendation on Key Competences for Lifelong Learning underlines the necessity of fostering inclusive learning environments that accommodate the varied needs of learners to encourage creativity and innovation.

B3. Collaboration and Participation

Inclusive arts education promotes active participation and collaboration between teachers, students, communities, and stakeholders. It encourages a co-creation approach, where learners, particularly those from marginalised or vulnerable groups, are involved in shaping their educational experience. This principle aligns with the European Pillar of Social Rights and the UNESCO Education 2030 Framework for Action, which call for inclusive systems that foster dialogue, engagement, and participation of all actors in education.

B4. Cultural Diversity and Inclusivity

The UNESCO Framework for Culture and Arts Education 2024 emphasises the promotion of cultural diversity as a cornerstone of inclusive arts education. It encourages the integration of various cultural expressions, traditions, and art forms from around the world, ensuring that students are exposed to a wide range of perspectives. This principle supports the idea that arts education should reflect and respect diverse cultural identities, fostering an inclusive environment where all students can see their cultures represented and valued.

B5. Interdisciplinary Collaboration

Inclusive arts education encourages collaboration across disciplines, integrating the arts with other fields of study to promote holistic learning. The Unesco framework advocates for an interdisciplinary approach where the arts are combined with sciences, social studies, and other subjects to enhance creativity, critical thinking, and problem-solving skills. A particular focus here is on interdisciplinary curricular aspects involving the arts.

B6. Community Engagement:

The UNESCO framework emphasises the importance of community engagement in arts education. It calls for arts programs that connect students with their communities, promoting social cohesion, empathy, and civic responsibility. Successful arts-based community development should aim for sustainability, creating projects that can flourish over time and adapt to the evolving needs of the community. This includes building capacity within the community and securing resources to ensure the continuity of arts programming.

B7.  A Spatial Turn Focus on Physical and Relational Spaces for Equitable Inclusive Systems

This spatial turn in education is increasingly recognised for equitable inclusive systems. This focuses on design of suitable and accessible physical spaces to engage and empower marginalised groups. It further adds a strong focus on relational spaces including going beyond diametric spaces of winner/loser oppositions and exclusions.