The Discursive Construction and Governance of Inclusive Education in China: A Critical Discourse Analysis

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  In Roundtable Session: From ‘SPED’ to Solidarity: Unforgetting Exclusion and Imagining Disability-Just Futures in K-12 Education

Abstract

This study critically analyzes three Chinese inclusive education policies within a Critical Discourse Analysis framework, examining how inclusion and disability are constructed within these policy documents and revealing their effects on inclusive educational practices and equity. The study highlights how these discursive constructions sustain marginalization and educational inequality. It also offers practical insights for policymakers and educators in China and beyond.

Author

• Ning Ning, University of Jinan-China