TENSIONS, CONTINUITIES AND RUPTURES IN SPECIAL EDUCATION IN MEXICO: TOWARDS A CRITICAL PERSPECTIVE

ABSTRACT

This article presents an analytical approach to the tensions, continuities and ruptures that have shaped the meaning and scope of special education in the Mexican education system, as a way of understanding its ambiguity within the framework of inclusive education policies in recent years. The analytical framework shows the turning point represented by the political situation in Mexico after the rise of the first left-wing government and its questioning of the neoliberal policies promoted in Latin America. Anchored in a new national project, this government’s educational reform, known as the New Mexican School, is presented as a disruptive structure that makes it necessary to review, analyze and reorient special education from a critical point of view.

Keywords
Inclusive education; Disability; Neoliberal educational policies; Mexican education system; New Mexican school