- Title
- Policy, discourse and epistemology in inclusive education
- Creator
- Burke, Jenene; Goriss-Hunter, Anitra; Emmett, Susan
- Date
- 2023
- Type
- Text; Book chapter
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/189466
- Identifier
- vital:17436
- Identifier
-
https://doi.org/10.1007/978-981-19-5008-7_2
- Identifier
- ISBN:9789811950087
- Abstract
- This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.
- Publisher
- Springer Nature Singapore
- Relation
- Inclusion, equity, diversity, and social justice in education: a critical exploration of the sustainable development goals Chapter 2 p. 13-27
- Rights
- All metadata describing materials held in, or linked to, the repository is freely available under a CC0 licence
- Rights
- Copyright © The Editor(s) (if applicable) and The Author(s)
- Subject
- Diversity; Epistemic value; Equity; Human rights; Inclusion; Inclusive education
- Full Text
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