Samenvatting

The term ‘inclusive’ is inherently complex, as it implies a division suggesting that certain voices, previously excluded, are now permitted or even expected to participate. Drawing on the philosophical work of Serres and Cavarero, in this chapter the concept of polyphony is introduced as an alternative to the binary of inclusion and exclusion. Serres’ philosophy of multiplicity offers insights into how a polyphony of voices can evolve and offer a pathway for cultivating a richer plurality of voices in education, by referring to openness to the unknown (melody), to diversity (harmony) and relationality (resonance). The Italian philosopher on human vocality Cavarero humanizes the process of transforming reality (in which excluding practices exist) by linking it to the human voice, which resonates within the body (embodiment) and between people (speech, narratives). At the heart of a polyphonic approach lies a commitment to stay in contact with all-that-is-possible, while simultaneously enduring the inevitable discomfort that arises. The arts help us to step into this challenge, because they shake up and encourage open-mindedness, enabling the emergence of new meanings within a genuinely democratic framework. The proposed polyphonic perspective is illustrated through two prior studies: Inclusive Theatre, involving actors with intellectual disabilities, and Musical Encounters in care settings. We conclude by applying this polyphonic lens to a roadmap for sustainable and accessible education, inviting new ways of seeing, communicating and acting within educational practices.