Inclusion and equity in education: Making sense of global challenges
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Inclusion and equity in education: Making sense of global challenges Mel Ainscow1
Accepted: 14 August 2020 © The Author(s) 2020
Abstract This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education. In so doing, it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. There is no doubt that evidence of various kinds can help in identifying the barriers facing some learners and the resources that can be used to overcome these difficulties. However, efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts. To that end, this article outlines a researchbased framework that can be used to carry out such contextual analyses. The article concludes by arguing that an emphasis on inclusion and equity can potentially improve the quality of education for all young people within a national education system. Keywords Inclusion · Equity · Contextual analysis The articles in this special issue of Prospects provide fascinating insights into how the global concern to promote inclusion and equity is influencing education policies and practices around the world. In their accounts, the authors shed light on the challenges involved, as well as suggesting ways of addressing these difficulties. In this introductory commentary, I reflect on these accounts in light of my own experience of developing research protocols to support inclusive developments in many parts of the world. This leads me to suggest several factors that need to be addressed in order to move policies and practices forward. I also underline the importance of contextual factors in shaping the results of education system reform. I argue that this concern with context should be kept in mind, particularly when reading this special issue.
* Mel Ainscow [email protected] 1
University of Glasgow, 11 Eldon St, Glasgow G3 6NH, UK
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M. Ainscow
Contexts and perspectives Despite 25 years of international debate, consensus on inclusive education remains elusive (Ainscow 2020). Internationally, it is increasingly seen as a principle that supports and welcomes diversity amongst all learners (UNESCO 2017). This view presumes that the aim is to eliminate social exclusion resulting from discriminatory attitudes about race, social class, ethnicity, religion, gender, and ability. As such, it starts from the belief that education is a basic human right and the foundation for a more just society. An emphasis on equity was recently introduced by the Education 2030 Framework for Action (UNESCO 2015), which implies a concern with fairness. In the Guide for Ensuring Inclusion and Equity in Education that I helped develop with a team of international experts, we summed this up as follows: every learner matters and matters equally (UNESCO 2017). Differences of perspective regard
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