Taking part in the debate on inclusive education and the consideration of various diversity markers, this article aims to understand how research in educational science focuses on inclusive education from an intersectional perspective. Initially, we propose a scoping study related to diversity markers in ten studies addressing the challenges of inclusive education. The objective is to explore how the intersectional perspective is implemented in the different phases of research, from problem formulation to data analysis. Subsequently, we present the findings of two groups of studies: 1) those that focus on various categories of diversity markers and the relationships between these categories; 2) those centered on the processes of exclusion and inclusion. The discussion focuses on three elements: the positioning of students and their representation in research, the particularity of educational contexts, and the critical perspective in research. We conclude with a reflection on the role of research in constructing the meaning of inclusive education and the risk of producing a deficit of knowledge, which could lead to new forms of categorization.
L’éducation inclusive au croisement de l’approche intersectionnelle : une étude de portée sur la prise en compte de marqueurs de diversité
