F.10. The Realm of Ableist Meritocracy: Unmasking Practices of Pseudo-Inclusion Within the Italian Education System

In a time when the democratic role of public schooling and inclusive education is being challenged, this panel seeks to offer a crucial space for dialogue concerning various forms of resistance aimed at constructing and preserving a constitutional, equitable, and just educational system. The session invites scholars whose work actively critiques and opposes the ableist and performative vision intrinsically linked to the ideology of merit, both within educational contexts and the broader society.
We welcome studies and critical analyses of culture and research methodologies that position education as a collective public matter. Submissions should focus on areas of inquiry that promote genuine inclusive processes by targeting the elimination of institutionalized forms of discrimination and oppression, particularly disabling practices and ableism. We are keenly interested in proposals that offer strategies for active participation and cultural and political transformation.
Presentations grounded in theoretical perspectives, such as Disability Studies (DS) and Critical Disability Studies (CDS), are particularly encouraged. These approaches offer innovative frameworks for analyzing policies and cultural practices, and for carrying out research, enabling us to identify the multifaceted forms of discrimination and exclusion, and propose viable pathways for systemic change.