The Factors That Contribute to Sustainable Inclusive Education in the Global South

• In Event: Postcolonial Engagements With Education Around the World

Abstract

This article represents a culmination of inclusive education projects conducted in western Kenya since 2010. The 2018 iteration of the project is the focus of this article. For our theoretical frameworks, we utilised decolonising methodologies and Critical Disability Studies (CDS) to inform our methods. To center the lived experiences of disabled people and stakeholders, we conducted qualitative interviews to analyse the development of an inclusive education system in the region over the last decade. Through this article, we provide an overview of inclusive education in the global South, with a focus on western Kenya. Our findings highlight the various factors that contributed to the sustainability of this project.

Authors

• Brent C. Elder, Rowan University

• Mbuh G Payne, Rowan University

• Benson Oswago, Teachers service commission, Kenya