The SAGE Handbook of Inclusion and Diversity in Education examines policy and practice from around the world, with respect to broadly conceived notions of inclusion and diversity within education. This growing and significant area of research reflects the ever-increasing expectation that not only should schools accept all students, but that they should be able to provide each student with a high-quality educational and social experience. This Handbook sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This an ideal text for students, academics and researchers in the field of education, as well as those involved in policy-making, or those teaching in classrooms today. Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education; Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems; and Part III: Inclusion and Diversity in Global and Local Educational Contexts.
Chapter 3: Unsettling ‘Inclusion’ in the Global South: A Post-Colonial and Intersectional Approach to Disability, Gender, and Education
Unsettling ‘Inclusion’ in the Global South: A Post-Colonial and Intersectional Approach to Disability, Gender, and Education
Introduction: Why ‘Unsettling Inclusion'?
Commenting on the politics of intellectual work in the face of colonial powers in the global South, Raewyn Connell (2007) writes:
The argument for southern theory isn't mainly about different propositions, but about different knowledge practices. And what we ask northern intellectuals to do, more than anything else, is start learning in new ways, and in new relationships. (p. 219)
As an intellectual project crossing disciplinary and geographical boundaries, inclusion is complex. It is a ‘highly contested political territory’ (Armstrong, Armstrong & Spandagou, 2011, p. ...