Inclusive education has emerged as a central principle in global debates on equity, human rights, and the purpose of schooling. More than a policy aspiration, it represents a profound rethinking of how educational systems recognise diversity, distribute opportunities, and create environments in which all learners can thrive. As societies grapple with demographic change, technological transformation, and widening inequalities, inclusive education offers both a challenge and an opportunity: to redesign learning spaces that are accessible, participatory, and responsive to the full spectrum of human differences.
Across research and policy arenas, the concept of inclusion has expanded far beyond its origins in special education, emphasising its relevance for all learners and all levels of education. Researchers have examined how inclusive pedagogies, universal design for learning, teacher training, and institutional cultures shape learners’ experiences. At the same time, policy frameworks, from international conventions to national reforms, have sought to embed inclusion within governance structures, often with uneven or contested outcomes. These developments raise critical questions about power, knowledge, and the politics of educational change.
Inclusive education is not merely a technical endeavour; it is a deeply social and political project. Decisions about curriculum, assessment, resource allocation, and classroom practice reflect broader societal values about belonging, difference, and justice. Efforts to build inclusive systems can empower learners and communities, but they can also reproduce inequalities when implemented superficially or without attention to local contexts. Understanding these tensions is essential for imagining educational futures that are genuinely equitable and transformative.
This Collection invites interdisciplinary contributions that critically examine the theories, practices, and politics of inclusive education. We welcome empirical, conceptual, and methodological work from education studies, sociology, psychology, anthropology, political science, philosophy, disability studies, and related fields. By bringing diverse perspectives together, the collection aims to deepen understanding of inclusion as a systemic, pedagogical, and ethical commitment.
Topics of interest include, but are not limited to:
- Theoretical and philosophical foundations of inclusive education
- Universal Design for Learning (UDL), differentiated instruction, and inclusive pedagogies
- Teacher education, professional development, and the cultivation of inclusive mindsets
- Curriculum design, assessment practices, and the politics of knowledge
- School leadership, organisational cultures, and whole school approaches to inclusion
- Inclusion in early childhood education and transitions across the life course
- The role of technology, digital tools, and AI in enabling or constraining inclusion
- Policy frameworks, governance structures, and implementation challenges
- Intersectional perspectives on inclusion (e.g., disability, gender, class, language, neurodiversity)
- Inclusive education in higher education and vocational training
- Community engagement, parental involvement, and collaborative models of support
- Comparative and historical analyses of inclusive education reforms
- Ethical questions surrounding inclusion, autonomy, and learner agency
We particularly encourage submissions that challenge dominant assumptions, foreground lived experiences, or propose innovative pathways for building inclusive educational systems that honour diversity and promote justice.
