Distortions and Dichotomies in Inclusive Education for Children with Disabilities in Cambodia in the Context of Globalisation and International Development

Abstract

This paper explores the consequences of transferring technical information on disability and inclusive education from the North to the South within the context of international development. Based on data from the author’s experiences as a US-trained Indian international consultant in Cambodia, it analyses how problems with translation and socio-cultural assumptions embedded in the terminology of disability can divert the intention of teacher training in inclusive education. The paper also examines the politics of inclusive education with regard to the disconnect between a donor-based agenda and local priorities, and discusses the complexities of the author’s own role within the context of increasing South/South cooperation.

Keywords:

• inclusive education
• disability
• Cambodia
• international development
• globalisation
• children with disabilities
• transfer of technology
• international technical assistance

Acknowledgements

There was no research funding for this study, and no restrictions have been imposed on free access to, or publication of, the research data.