This communication is based on information gathered during the third and last year of R & D research project "Democracy, Participation and Inclusive Education in Schools" (EDU2012-39556-C02-02). The purpose of this paper is to present the initial results and conclusions related to the participation of secondary school students in democratic activities, identified during the past year and observed during the academic year 2014-15. The aim is to assess how young people experience the citizenship learning at school from an inclusive perspective.

This communication is based on information gathered during the third and last year of R & D research project "Democracy, Participation and Inclusive Education in Schools" (EDU2012-39556-C02-02). The purpose of this paper is to present the initial results and conclusions related to the participation of secondary school students in democratic activities, identified during the past year and observed during the academic year 2014-15. The aim is to assess how young people experience the citizenship learning at school from an inclusive perspective.

The starting point of this paper is the concept of "citizenship as a practice" (Biesta and Lawy, 2006) linked to the quotidian dynamics of democratic experiences that young people experience either inside or outside the centre, and differentiated from citizenship as a result of the academic trajectory. From this perspective, participation is essential for a democratic learning experience. On the one hand, we consider that democratic citizenship education must relate to inclusion (Grossman, 2008; Osler; Starkey, 2004). In fact, as stated Edelstein (2011: 128) “the only institution that can provide opportunities to cultivate democratic experience –not for elite groups, but for all children and youth is the school”. For this reason we assert that a democratic education can promote social cohesion and it is the main topic of our research.

On the other hand, we consider social inclusion from an ethical perspective based on equity (Allan, 2003). The current social division has demonstrated the social fracture showing the disparities between different members of ociety; despite the current discourse moving towards a more inclusive society. From a fairer, equitable and more inclusive society we think that it is necessary a more critical vision of the citizenship learning.

Inclusion cannot neither disassociate from the right to education, to express their views, to be free to express their thoughts and opinions expressed in the Convention in the Rights on the Child in 1989 (UNICEF, 2014). Inclusion promotes an increase in the participation of students while reducing the exclusion of common curriculum, culture and community (Booth and Ainscow, 1998). Finally, referring to inclusion means educational and social democratic practices (Blyth y Milne, 1996; Booth, 1996; Clough, 1999). Inclusion is "to participate in the community of all ensuring and respecting the right not only to be or even belong but to participate actively, politically and civically in the society and in the school life" (Parrilla, 2002: 19). Therefore, in order to provide appropriate opportunities for students, participation in decision-making processes in the school is one of the key tasks of a centre that ensures its democratic health (Simovska, 2004; McLellan et al. 1999; Samdal et al., 1998).

From this perspective, learning democracy in school is not only a school responsibility focused on educational activities that have taken place in the centre, but also the relationship with the community. A commitment to integrate democracy is needed in classrooms and schools to ensure the inclusion.

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