Reframing Global Articulations of Inclusive Education: A Decolonial Epistemic Justice Approach.

• In Event: Equity, Justice, and Transformation in Special and Inclusive Education

Abstract

This systematic literature review examined how globally circulating discourses of inclusive education (IE) about disability, typically dominated by global North/West commitments and ideals, came to matter within local contexts of countries in the Global South. Specifically, this review focused on IE research conducted in the Global South and the knowledge it produced. It examined whether these knowledges disrupted or maintained global North/West visions and versions of IE. This study examined the epistemic contributions and framed its analysis in terms of epistemic injustice. The findings revealed two important tensions about how IE progress is surveilled, based on Western/global North articulations of what it means to include, and the missed opportunities in understanding intersectionality.

Author

• Tamara Handy, Teachers College, Columbia University