Conclusion: Toward intersectional inclusive education

TY - CHAP

T1 - Conclusion

T2 - Toward intersectional inclusive education

AU - Migliarini, Valentina

AU - Elder, Brent C.

N1 - Publisher Copyright: © The Author(s), under exclusive license to Springer Nature Switzerland AG 2023. All rights reserved.

PY - 2024/1/10

Y1 - 2024/1/10

N2 - In this final chapter, we reflect on the general assumptions behind existing epistemologies of inclusive education, and their implementation within international policies and practices. Here, we review the content of the book, and what each chapter focuses on. We identify the implications of this work, and the content of the book into the future, and highlight what is beyond the content of the book, in terms of theory, practice, and policies. Through the use of critical, intersectional, interdisciplinary frameworks such as DisCrit and Critical Disability, applied within international contexts of education, we envision an intersectional approach to inclusive education in the United States and beyond. Our argument for an intersectional transnational approach to inclusive education is substantiated by examples of our empirical international research, and the urge for inclusive educators to respond to contemporary emerging crises, such as forced migration, climate change, anti-Blackness, and racial capitalism.

AB - In this final chapter, we reflect on the general assumptions behind existing epistemologies of inclusive education, and their implementation within international policies and practices. Here, we review the content of the book, and what each chapter focuses on. We identify the implications of this work, and the content of the book into the future, and highlight what is beyond the content of the book, in terms of theory, practice, and policies. Through the use of critical, intersectional, interdisciplinary frameworks such as DisCrit and Critical Disability, applied within international contexts of education, we envision an intersectional approach to inclusive education in the United States and beyond. Our argument for an intersectional transnational approach to inclusive education is substantiated by examples of our empirical international research, and the urge for inclusive educators to respond to contemporary emerging crises, such as forced migration, climate change, anti-Blackness, and racial capitalism.

UR - https://www.scopus.com/pages/publications/105002270882

UR - https://www.scopus.com/pages/publications/105002270882#tab=citedBy

U2 - 10.1007/978-3-031-49242-6_7

DO - 10.1007/978-3-031-49242-6_7

M3 - Chapter

SN - 9783031492419

SP - 169

EP - 180

BT - The Future of Inclusive Education

PB - Springer

ER -