Access to Rights, Education and Social Inclusion: The Place of the "Other" in Justice and Globalized Cultural Interactions
Both public policies and individual processes of attitudinal change take place when barriers (physical, conceptual and, to a greater or lesser extent, cultural) barriers to the recognition of differences (and "others") are breached. This special issue of the International Journal of Law and Society has as its main objective to understand to what extent the legislations incorporated the "inclusive" discourse and also record experiences in educational practices (formal or informal) that are considered accessible. The papers collected in this volume mark investigative trajectories guided by the multifaceted meaning of globalization, an ambiguous phenomenon, the limit between technical progress and massive exclusion. Minorities (for example, persons with disabilities, subalternized ethnic groups, radical religious and refugees) suffer greatly disadvantages in relation to the freedom of autonomous action. Today, democracies hardly understand this situation, limiting their role to simple codified determinism, with the exception of very rare occasions of "solidarity". In the isolated attempt to gain useful financial support in the development of fragmented initiatives on the huge space of unmet needs. We believe, undoubtedly, that the originality of the texts will speak for itself, paving the way for future authors / researchers, who will find themes and problems in the deep ocean of questions only inaugurated by the rich and transcendent approaches ("outside traditional waters") that certainly will be part of the selected manuscripts.
Therefore, we want to make this reading, debate and self-recognition tool dynamic. Teachers, lawyers, judges, representatives of diverse institutional spaces, students, members of social movements and scientists interested in true intersubjective and multicultural pedagogical justice, feel all - and all - invited to express and share their ideas.