Conceptualising educational equity and academic achievement is a key task for inclusive education and the politics of inclusion. Recent Australian Government reports (2013-2016) on educational access and inclusion report low levels of educational access and attainment for students with disability. This paper considers the place that Pierre Bourdieu’s critical social theory has in helping us to conceptualise access, equity, and inclusion, and argue that the concepts of habitus, capital, and field (Bourdieu, 1977) have a key role to play in this process. Utilising these concepts to draw closely on three recent Australian Government reports (2013-2016) on educational equity and inclusion, our analysis has identified three consistent themes across these reports which disadvantage students with disability. These include cultural issues, economic capital, and the utility of education. These themes compound and culminate to highlight an issue of a lack of continuity across the field of education within Australia. As a consequence, the value of capital and operation of habitus function inconsistently across the field, rendering the process of the acquisition of success as being inequitable. Consideration is given to the need for a careful rethinking of how the inclusive education concept, connected to politics, can be transformed to eradicate inequities and inconsistencies to the benefit of all.

中文翻译：

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残疾学生获得素质教育的机会

将教育公平和学术成就概念化是包容性教育和包容性政治的关键任务。澳大利亚政府最近的报告（2013-2016年）中关于教育机会和包容性的报告指出，残疾学生的教育机会和受教育程度较低。本文考虑了皮埃尔·布尔迪厄的批判社会理论在帮助我们概念化获取，公平和包容性方面的地位，并认为惯性，资本和领域的概念（布尔迪厄，1977）在这一过程中起着关键作用。 。利用这些概念，我们紧密参考了澳大利亚政府在教育公平与融合方面的三份最新报告（2013-2016年），我们的分析确定了这些报告中的三个一致主题，这些主题使残疾学生处于不利地位。其中包括文化问题，经济资本和教育的实用性。这些主题更加复杂，最终凸显出澳大利亚教育领域缺乏连续性的问题。结果，资本的价值和惯性的运作在整个领域都不一致，使得获得成功的过程变得不公平。考虑到需要仔细考虑重新考虑与政治联系起来的全纳教育概念的方式，以消除不平等和矛盾之处，使所有人受益的必要性。使获得成功的过程变得不公平。考虑到需要仔细考虑重新考虑与政治联系起来的全纳教育概念的方式，以消除不平等和矛盾之处，使所有人受益的必要性。使获得成功的过程变得不公平。考虑到需要仔细考虑重新考虑与政治联系起来的全纳教育概念的方式，以消除不平等和矛盾之处，使所有人受益的必要性。