Inclusive Excellence & Bienvivance: Inclusivity, Emancipation and Decolonization in Education

WERA IRN Inclusive Excellence & Bienvivance From School to Work Symposium Title : Inclusive Excellence & Bienvivance: Inclusivity, Emancipation and Decolonization in Education The symposium of the WERA IRN- "Inclusive Excellence & Bienvivance from School to Work" will examine transformative approaches to education through inclusivity, emancipation, and decolonization. It highlights emerging success models and thought leaders (paper1, 2) that challenge traditional academic pathways, through capacitating pedagogy and leadership (paper 3) to navigate global educational uncertainty, and decolonizing vocational education to empower marginalized learners. Additionally, it emphasizes tailored competency development for people with intellectual disabilities (paper 4) and the importance of fostering teacher well-being (paper 5) through positive relationships and collective efficacy, all aiming to promote equity, inclusion, and systemic progress in education. Keywords: Inclusivity, Inclusive Excellence, Capacitating pedagogy, Bienvivance, Well-being, Emancipation, Decolonization Models of success and Pedagogy: Paper 1: Towards an emancipation from so-called "academic" success models for new models For several years now, we have been observing the emergence of new models of success in Senegal. These new models are characterized by the fact that their success did not require going through the educational institution, whose curricula must be decolonized to ensure inclusiveness for all learners, thus promoting their chances of accessing employment. These new models of success tend to call into question success through the educational institution. What are these new models of success ? What are the models of academic success ? Are we moving towards an emancipation from so-called "academic" models of success in favor of new models ? Paper 2: A posse ad esse or thought leaders on education in turbulent times: toward capacitating leadership and bienvivance In times of global uncertainty and today’s complex education landscape, thought leaders play a crucial role in turning possibilities ("A posse ad esse") into actionable strategies for inclusive, equitable education. The Latin expression “A posse ad esse” captures the essence of moving from possibility to reality, emphasizing the importance of translating ideas and visions into tangible actions. Engaging diverse stakeholders—from NGOs to international teams—they act as catalysts for change amid uncertainty. Nine categories of proactive education leaders worldwide have been highlighted. Through quotations and analysis, the study emphasizes that empowering leadership equips future generations to navigate challenges, transform visions into reality, and foster bienvivance. These leaders not only steady progress but also drive systemic innovation. Paper 3: Inclusivity and Inclusive Excellence to Decolonize Education and Bienvivance: The Emancipatory Power of Capacitating Pedagogy Vocational education in France faces stigmatization as a secondary option compared to elite academic tracks, perpetuated by unequal funding and look liking colonial-era hierarchical structures. The system channels disadvantaged groups into vocational paths with limited societal rewards, reinforcing social inequalities. This "coloniality" can serve as a critical lens to highlight its structural inequalities and exclusionary dynamics systemic rooted in hierarchical, class-based educational governance. A transformative approach rooted in decolonizing principles—capacitating pedagogy and bienvivance approach—could address these disparities by fostering inclusivity, emotional capital, and collaborative learning. This method empowers marginalized learners (e.g., vocational students, migrants) and can help dismantling exclusionary dynamics, repositioning vocational education as a driver of equitable societal progress. Competences matters: Paper 4: Competential and inclusive learning for the personal, social and labor development of people with intellectual disabilities. People with intellectual disabilities face barriers in developing social, practical, and conceptual skills needed for autonomy, especially women, who encounter greater employment challenges. The study emphasizes promoting these skills from a gender perspective to ensure equity in their transition to adulthood and reduce gaps between their competencies and labor market demands. Using mixed-methods research, it highlights the need to foster a culture of self-determination and quality of life through tailored training. Related with inclusivity and bienvivance, proposed actions aim to enhance personal, social, and vocational development, addressing key deficiencies in achieving socio-labor success for this population. Paper 5: The Social-Conative Perspective of Optimal Teaching Experience: The Role of Students in Teachers’ Flow State The Social-Conative Perspective of Optimal Teaching Experience in teachers' flow state—deep engagement and fulfillment in teaching—amid rising burnout is related with the Students ‘role. Analyzing secondary teachers in France, it identifies three key drivers: positive student-teacher relationships, strong self-efficacy in pedagogy/classroom management, and collective efficacy among staff which participates to bienvivance. Grounded in flow theory and motivational frameworks, the findings emphasize that social-conative factors (interpersonal dynamics and agency) sustain teacher well-being. 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