Jordi Collet: "Often, white middle-class families end up being the most segregating."

BarcelonaA sociologist, social educator, and professor of sociology of education at the University of Vic (UVic), Jordi Collet doesn't understand diversity as anything other than normal, and therefore, he doesn't understand why it's experienced internally as a problem. He advocates a change of perspective and a rethinking of schools to utilize resources differently than previously. He explained this in a lecture at the Escola Projecte, as part of the presentation of the first Hermini Tudela Foundation awards, which specifically seek best practices in inclusion.

The Escuela Proyecto was created with inclusive and accepting goals. What does this center offer us as an example?

— A very innovative approach for its time: although it was designed for students with hemophilia, it was done so in accordance with the current decree 150/2017, which states that diversity is the norm.

And shouldn't we see it as a problem?

— The idea that diversity can be a problem is strange. Everyone who has more than one child knows that all children are different. However, no one ever considers solving the "two little ones because they're not like the older one" problem, right? If we don't address it at home, I don't understand why we address it at school.

But often, in the school environment, families and teachers experience it this way…, right?

— Behind this logic lies the modern mass school system, which, historically, has been a tool for selection. But we must consider whether school is for selection or inclusion. Now, in a much more complex society, we need everyone to be in school, and for longer periods of time. The goal is interesting, but it requires rethinking what school means.

What would your proposal be?

— We treat diversity as a starting point, not an end point, because we understand that every child is different. The question is: what do we do with that diversity? All students are in school, and we must ensure that everyone learns a lot.

But teachers don't live it with concern for all kinds of diversity?

— I also find it peculiar, because continuing the previous comparison in a family would be like saying that the hardest part of parenting is having children who are different. We need to change our perspective and be clear that the school's objectives are only two: for students to be well and to learn. We've also made mistakes here. We ask them to provide driver's education, emotional education, sex education, anti-racist education, feminist education... all in combination with the content! School shouldn't do everything. It's a space where students should be well and safe, but geared toward learning. And to achieve that, yes, resources are needed. But to guide them in that direction.

What does this way mean?

— We don't want resources to be divided up and end up being 1 for 1 in the classroom. That way, you'll never have enough resources.

So shouldn't the resources be used to have more teachers in the classroom?

— If it's to continue doing what I did before, no. I think it's fine to have more teachers in the classroom. But if you continue to think according to traditional logic, you'll hire those who are different as teachers for them. Before, we took them out of the classroom. The change in perspective and logic around the classroom involves co-teaching, working together.

Can we work on this change of perspective?

— Yes, and it's essential. We must consider that the school system of years past no longer exists. And the policies and logic have to do with a social and family reality that no longer exists.

How to make this change?

— In three stages. The first is initial training. The paradox is that only those who mention inclusive education offer inclusive education, and this should be basic for everyone.

And families, what role do we play in inclusion?

— A very important role because white, middle-class families often end up being the most segregating. Sometimes we make proclamations in one direction and private practices that are exactly the opposite, and we must understand that just as we have diverse sons and daughters, there will also be diverse children in school. And that's okay.

Private practices like birthday parties?

— (breath…)

Now I don't know if you're bothered by the question or the practice.

— No, no, nothing bothers me. The question is absolutely pertinent, but it causes me terrible anxiety. When I wrote my thesis, I already detected some things that left me heartbroken, like some people using holidays to choose their children's friends. Middle- and upper-income families engage in segregationist practices in both school and extracurricular activities, and we need to rethink this because, ultimately, the question is: why is all this? Those who are frightened by Donald Trump and Elon Musk need to consider what practices they implement against social bubbles. Because Trump, Musk, Orbán… are the result of social bubbles. When the most well-off people aren't in contact with diverse people, they believe that everything they have is because they deserve it. And this can happen to us, too. And this ends up building a sense of moral and social superiority that leads you to accept discriminatory and segregative practices toward the most disadvantaged. Because you deserve it. And Vox and the Catalan Alliance are already promoting these ideas. Therefore, the idea of inclusion must be connected to and contextualized within the struggle for a democratic, equitable society with equal opportunities.