This volume offers a critical orientation to inclusive education by
centering the learnings that emerge from regional struggles in the
world to actualize global ideals and commitments. Grounded in
assumptions that challenge medicalized notions of disability and
difference, the inquiries within this book register a range of
theoretical frameworks. Such frames compel us to both interrogate
the foundational premises within global discourses of inclusion and
to inquire into the complexities wrought by entrenched systems of
schooling. Collectively, they articulate the inseparability of
inclusive education from historical processes that include
conditions in post-colonial/post-war contexts as well as
"developed" regions. The book therefore acknowledges and values the
fluidity of inclusive processes that cannot be neatly pre-defined.
This conscious awareness of the contingent nature of inclusive
practice suggests new modes of coming to know inclusion for the
authors in this book. Their chapters explore methodological
practices that can re-direct inquiries to hold such complexity
while retaining commitments to inclusion.
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