ABSTRACT This paper explores the complex and shifting dimensions of the social, cultural and bodily differences that impact on learners and their learning. Our theoretical argument proceeds in five stages. First, we build a typology of terms used to classify demographic differences for the purposes of designing, implementing and evaluating the effectiveness of educational institutions and programs: material conditions (social class, locale and family); corporeal attributes (age, race, sex and sexuality, physical and mental abilities); and symbolic representations (language, ethnos, communities of commitment and gendre). Second, we address the paradigms of civic association that modern nation-states have used to negotiate these differences: exclusion, assimilation and an aspirational regime that we call ‘civic pluralism’. Third, we explore complications that render the demographic categorizations problematic. Fourth, we propose an alternative and supplementary frame for social and learner differences based on ‘lifeworld differences’. Finally, we explore the ways in which civic pluralism might be translated into educational practice. We interleave these theoretical explorations with an analysis developed for an evaluation of an inclusive education program in Roma communities in Northern Greece. The Roma serve as a case study of the complex ways in which categories of difference play out in social and educational reality.

中文翻译：

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学习者在理论和实践上的差异†

摘要本文探讨了影响学习者及其学习的社会，文化和身体差异的复杂变化的维度。我们的理论论证分为五个阶段。首先，我们建立用于分类人口统计学差异的术语类型，以设计，实施和评估教育机构和计划的有效性：物质条件（社会阶层，地区和家庭）；身体属性（年龄，种族，性别和性行为，身心能力）；和象征性表示（语言，民族，承诺社区和宪兵）。第二，我们讨论了现代民族国家用来协商这些差异的公民交往范式：排斥，同化和我们称之为“公民多元主义”的理想制度。第三，我们研究了使人口分类成为问题的复杂性。第四，我们提出了基于“生活世界差异”的社会和学习者差异的替代和补充框架。最后，我们探讨了将公民多元化转化为教育实践的方式。我们将这些理论探索与对希腊北部罗姆人社区的全纳教育计划进行评估的分析相结合。罗姆人以案例的形式研究了差异类别在社会和教育现实中发挥作用的复杂方式。我们探索了将公民多元化转化为教育实践的方式。我们将这些理论探索与对希腊北部罗姆人社区的全纳教育计划进行评估的分析相结合。罗姆人以案例的形式研究了差异类别在社会和教育现实中发挥作用的复杂方式。我们探索了将公民多元化转化为教育实践的方式。我们将这些理论探索与对希腊北部罗姆人社区的全纳教育计划进行评估的分析相结合。罗姆人以案例的形式研究了差异类别在社会和教育现实中发挥作用的复杂方式。