Beyond Inclusion. Coexistence and Ideology, Between Educational Fieldwork and Pedagogical Supervision.

This paper addresses the issue of inclusion from a critical and intercultural pedagogy perspective, focusing on the problem of tokenism as a social and interdisciplinary issue. The concept of ‘token’ refers to a form of disguised exclusion, where seemingly emancipatory practices reinforce underlying subordination. The study begins by identifying latent forms of exclusion in educational practices through pedagogical figures’ memos. A pedagogical supervision tool is then used to examine how these issues affect the professionals involved in critical-reflexive practices. The paper adopts a decolonial perspective in intercultural pedagogy, critiquing the ‘token’ concept by exploring the relationship between alterity and difference in pedagogical discourse. It also examines the role of ideology in education, clarifying the institutional functioning of tokenism and its effects on service cultures and educational settings. By analysing fields of experience marked by superficial agency and parity, the paper aims to uncover latent exclusion and propose alternatives that foster genuine cooperation and participation through a critical examination of education’s material and symbolic conditions.