Inclusive education and critical pedagogy at the intersections of disability, race, gender and class

The paper aims to use insights from critical pedagogy to forge and exemplify links with the movement of educational inclusion. The struggles for change, theorised in terms of the emancipatory and liberating potential of schooling, set out the conceptual and analytical backdrop against which issues of exclusion and marginalisation are discussed and reflected upon. The emancipatory and transformative roles of schools, as sites of power interplays at the interstices of disability, race, socioeconomic background and gender, are placed at the core of the analytical framework, with a view to highlighting the contextual and political ways against which notions of “need” and “disadvantage” are constructed, reified and perpetuated in dominant conceptualisations of schooling and pedagogy. It is suggested that the emancipatory potential of schooling entails transcending traditional constructions and arbitrations of the “ideal student”, embodied in Western-centric and neoliberal constructions of pedagogical discourse. The notion of intersectionality, as perceived and exemplified in relation to insights from critical pedagogy and critical disability studies, is presented as an emancipatory theoretical and analytical tool in interrogating and deconstructing educational discourses of individual and social pathology that evoke and legitimize the constitution of the “non-ideal student” in current schooling.