Inclusive education has become a global phenomenon. This movement has brought much-needed attention in the policy and international development realms. However, shortcomings have been consistently identified in this literature over time. I identify briefly three such limitations, namely conceptual ambiguity, a narrowing of target populations, and limits in the design and implementation of studies. I aim to deepen this critique using a cultural historical perspective by discussing the limits of inclusion as a technical solution, the reliance on assumptions that create blind spots and risks for the implementation of inclusive education and the lack of attention to structural barriers and stratification that hinder the impact of inclusion. I conclude with a discussion of recommendations for future inclusive education research.
- Cultural historical perspective
- Global South
- Inclusive education
ASJC Scopus subject areas