Abstract

The theme of inclusion is central in contemporary education debates and practices, intersecting with citizenship and identity issues. This broader field now encompasses dialogue around minorities, gender equality, physical and cognitive conditions, sexual orientation, and economic disparities, among others. This shift has reoriented education toward ensuring the fundamental right to education for all, aiming to build a more evolved, fair, and inclusive society. This perspective ties inclusion to citizenship and identity, suggesting that inclusive practices enhance social relationships and foster respect and empathy in future generations. This article explores the complex connections between identity, citizenship, and inclusion through a thorough literature review. By synthesizing existing scholarship, it aims to illuminate the links and tensions among these key concepts. The goal is to promote robust discussions and knowledge development in these areas by engaging with diverse perspectives and critically evaluating current literature. This exploration not only seeks to expand our collective understanding but also to lay the groundwork for future research and dialogue. Ultimately, the article envisions fostering reflection on inclusion within the school context, encouraging dialogue among schools, families, and other institutions. This approach aims to consolidate and value authentic communities of practice, enhancing the treatment of all individuals and citizens, and transforming societal attitudes toward greater care, respect, and empathy.