The curriculum is configured from a Western conception, which ontologically has been characterized by individuality, competition, the idea of progress and a particular way of organizing the world. However, the Western in the curriculum does not allow observing other ways of understanding the phenomenon, so it is relevant to observe other visions. In this sense, through a theoretical reflection and bibliographical review, relevant elements that broaden the way of understanding the curriculum are presented in the ke cheng. For this reason, throughout this essay the definitions of curriculum will be analyzed to contrast them with the ke cheng, with the purpose of observing points of convergence with educational inclusion. It has been observed that there is no point of convergence between ke cheng, curriculum and inclusion, since while in one inclusion is an ontological part of the term, in the other it has been reactive to social and educational needs.
Keywords:
ke cheng, curriculum, educational inclusion, China
Castillo Tello, G., & Collao Morales, I. (2023). Ke Cheng And Curriculum: An Analysis Of The Western And Eastern Concept For Curriculum And Its Influence On The Development Of Inclusive Education. Revista Enfoques Educacionales, 20(2), 219–234. https://doi.org/10.5354/2735-7279.2023.73222
