Educational inequality and the paradox of dis/Ability rights in a schooled society: moving towards an intersectional discursive, material, and emotive approach*

A Critical Systematic Literature Review of Global Inclusive Education Using an Affective, Intersectional, Discursive, Emotive and Material Lens

“…Our synthesis extracted data from each article into categories of interest that not only summarized each of the elements of the research study, but also the framing of Global Inclusive Education, the integration of International Inclusive Education Law with emphasis in how dis/Ability was conceptualized and defined through an intersectional lens and the country featured in the literature. These categories served as a priori topics that purposefully examined our theoretical and conceptual framework [20][21][22]. To assure trustworthiness of the synthesis coding, we conducted an intercoding consensus for two selected articles, which resulted in 100% agreement across the three author coders.…”

“…For example, in Sub-Saharan Africa, Singal et al [35] used existing United States special education dis/Ability categories and infrastructure (the Individuals with Disabilities Education Act, etc.) from the medical model of dis/Ability, while [36] in the United States, focused on the existing conceptualizations of transition programming, planning and outcomes for Black, Indigenous and Students of Color from IDEA [20,21]. In turn, both Singal et al [35] and Kucharczyk et al [36] did not include any specific theoretical framework.…”