Unsettling ‘Inclusion’ in the Global South: A Post-Colonial and Intersectional Approach to Disability, Gender, and Education

Nguyen, Xuan Thuy

doi:10.4135/9781526470430.n5

Cited by 7 publications

(7 citation statements)

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“…Inclusion, from a critical theory perspective, islike most other concepts of note-difficult to pin down, inherently messy and likely to become more meaningless the more we seek to simplify (McArthur, 2012). My understanding also goes beyond literature on educational inclusion which tends to equate inclusion largely with disability (e.g., Koller, 2017) which can assume a mainstream, able norm (Nguyen, 2019). Similarly, the university sector often equates inclusion with widening access (e.g., O'Sullivan et al, 2019) which can again assume a benign process of bringing those excluded into the socially-acceptable mainstream.…”

Section: The Challenges Of Inclusionmentioning

confidence: 95%

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

McArthur

2021

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This article offers a conceptual exploration of the inclusive university from a Frankfurt School critical theory perspective. It does not seek to define the inclusive university, but to explore aspects of its nature, possibilities and challenges. Critical theory eschews fixed definitions in favour of broader understandings that reflect the complexities of human life. I propose that we consider questions of inclusion in terms of mutual recognition and use the debate between critical theorists Nancy Fraser and Axel Honneth to explain the implications of this approach. Central to Frankfurt School critical theory is the idea that we achieve our individuality through our interactions with others. Anything which prevents an individual leading a fully realised social life, within or outwith the university, undermines inclusion. Thus, I offer a broader, more complex and holistic understanding of inclusion than traditional approaches within the university such as widening participation. While such approaches can be helpful, they are insufficient to address the full challenge of an inclusive university, understood in these terms of critical theory and mutual recognition.

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Section: The Challenges Of Inclusionmentioning

confidence: 95%

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

McArthur

2021

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“…and How can such knowledge be used and supported by their community? TDKRA used a post-colonial and intersectional approach to document the situations of girls and women with disabilities in Vietnam (Nguyen, 2019). This approach aimed to cocreate knowledge with women and girls with disabilities and communities in the global South as a way of claiming their rights.…”

Section: Participantsmentioning

confidence: 99%

Final Report: The Transforming Disability Knowledge, Research and Activism (TDKRA) project.

Nguyen¹,

Bernasky²,

Dang³

2022

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This research report outlines the Transforming Disability Knowledge, Research, and Activism project (TDKRA) and concludes with a set of recommendations. TDKRA was a collaborative research and activism project funded by the Social Sciences and Humanities Research Council (SSHRC) between 2016-2020. The project aimed to address the gap in knowledge about the situation of women and girls with disabilities in three disadvantaged communities in Vietnam and to build potential for their activism. The main objective of the project was to engage girls and women with disabilities in knowledge production as a form of activism for their inclusion. It also aimed to connect research and activism to build a more transformative approach to inclusion and social justice in the global South.

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“…Therefore, I propose that we stop focusing on promoting inclusion, but rather adopt approaches and practices that celebrate diversity. By activating a Foucauldian reading to the notion of inclusion, we allow ourselves to examine the power formations that emerge from inclusive practices, which, in turn, can be critically challenged as neoliberal practices for the reproduction of exclusion (Nguyen 2019). In other words, in this paper inclusion is viewed as a practice that inevitably encompasses forms and practices of exclusion.…”

Section: Normalization Usualization and Actualization As Approaches T...mentioning

confidence: 99%

A critical discussion of inclusive approaches to sexualities in ELT

Bollas

2021

ELT Journal

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The aim of this article is to challenge heteronormative as well as homonormative practices in English language teaching. In doing so, the paper demonstrates that both complete absence of LGBTQI+ references in ELT materials, as well as recent attempts to provide more inclusive approaches to materials design and classroom practices, can be problematic for L2 learners irrespective of their sexuality. The paper traces current developments in ELT materials design with regards to inclusive classroom practices and argues that attempts towards exclusivity may reflect (hetero/homo)normative views, and can therefore perpetuate a culture—learning and otherwise—of discrimination and social exclusion. It concludes by identifying the need for an alternative approach—one that does not focus on inclusion but on diversity.

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Unsettling ‘Inclusion’ in the Global South: A Post-Colonial and Intersectional Approach to Disability, Gender, and Education

Cited by 7 publications

References 0 publications

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach

Final Report: The Transforming Disability Knowledge, Research and Activism (TDKRA) project.

A critical discussion of inclusive approaches to sexualities in ELT

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