Disrupting the Narrative of Universality of Inclusive Education: The New Marginalization of Low-Income, English Language Learners in India

Abstract

The assumption that educational policies and practices in the global North are viable in the global South has promoted a universal template for inclusive education, or Education For All. In India, lived realities do not conform to this universal template, resulting in the emergence of low-income English language learners who are being labeled as learning disabled. The paper calls for a “de-colonial resistance” that incorporates indigenous knowledge and lived realities.

Keywords:

• international inclusive education
• international development
• Education for All
• learning disabilities
• India

Disclosure statement

I declare that there is no conflict of interest and that no financial interest or benefit has arisen from the direct applications of my research. Both my university of affiliation and the Government of India granted IRB approval prior to my undertaking the study.