Building inclusion in the school

Migration flows bring to the fore the constitutive dilemma that lies at the heart of liberal democracies: «the one between the claims of the sovereign right to self-determination and adherence to the universal principles of human rights» (Benhabib, 2006, p. 38). The solution lies in recognizing that: a) «no human being is illegal»; b) the crossing of borders and the demand for access to a different political community is not a criminal act, but is the expression of human freedom and the desire for better living conditions in a shareable world (ibid, p. 40). But to what extent are we willing to renegotiate our point of view on rights, citizenship, democracy? Is it possible today to offer a solution to the question of intercultural conflicts with valid and adequate tools for the multiple treatment needs advanced in the name of cultural diversity? How can the school favor processes of effective inclusion?