Inclusive and Equitable Education for All

SDG 4 and Global Challenges
Erscheinungsjahr 2026
ISBN: 978-3-031-96455-8
Verlag: Springer

Buch, Englisch, 214 Seiten, Format (B × H): 153 mm x 216 mm, Gewicht: 421 g

This edited book brings together researchers, partners, Ministry staff, disability activists, teachers, and influential commentators to present a constructive dialogue around the opportunities associated with inclusive and equitable education. Contributors from the Global North and South draw on their own lived experiences of education systems to argue for transformative and meaningful change within them. By contextualising educational issues within the wider push for sustainable development, inclusive and equitable education is presented as not only an ethical necessity, but as a practical way to benefit every learner, to build more accepting societies, and to tackle key global challenges.

This edition also includes an audio version of Chapter 1. 

Zielgruppe

Research

Autoren/Hrsg.

Ingram, Richard

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen
• Interdisziplinäres Wissenschaften Wissenschaften Interdisziplinär Entwicklungsstudien

Inhaltsverzeichnis

Part 1: Why we all need inclusive education.- Chapter 1: Introduction, Richard Ingram (Ed) Inclusive education; global challenges; systems thinking.- Chapter 2: Wither education Matthew Schuelka.- Education purpose; inclusive education.- Chapter 3: From special education to inclusive education, David Rodrigues.- Inclusive education; special needs education.- Chapter 4: Diversity and belonging in education, Puneet Singh Singhal.- Diversity and schooling; disability inclusion; inclusive education.- Chapter 5: Climate change and inclusive education, Sarah Beardmore.- Climate change; climate education; education system change.-  Chapter 6: Inclusive and engaging lessons are better for all students, Xammie Likoko.- Inclusive pedagogy; inclusive education; inclusive science teaching.- Part 2: Transforming education systems.- Chapter 7: Inclusion and equity in education: Pathways for reform, Mel Ainscow.- Education system change; inclusive education.- Chapter 8: Disruptive innovations: An inside-out systems argument, Christopher Johnstone, Sheldon Berman, and Jackie Jodl.- Inclusive education; systems thinking; education systems change.- Chapter 9: Harnessing hidden curriculum, school culture, and inclusivity to transform teaching and learning, Vikas Pota.- School culture; inclusive education; hidden curricula.- Chapter 10: Putting inclusive principles into practice to improve student self-belief and learning: Insights and models that teachers can easily apply, Leo Thompson.- Inclusive pedagogies; inclusive education; learner self-belief.-  Chapter 11: The role of NGOs in fostering change and promoting inclusion, Imran Khan.- Inclusive education; non-governmental organisations; education systems change.- Chapter 12: The role of parents and communities in the promotion of inclusive education: The case of Zimbabwe, Pedzisai Mangayi.- Education change; community allies; disability inclusion.- Chapter 13: Democratising inclusion, Brahm Norwich.- Inclusive education; deliberative democracy; community engagement.- Chapter 14: Inclusive EdTech: Opportunities and considerations, Julia McGeown.- Inclusive education; inclusive EdTech; education technology.- Chapter 15: Advocating for inclusive education in Eswatini: A journey of personal discovery, Cebsile Nxumalo.- Education advocacy; inclusive education.- Chapter 16: Conclusion: A call to action, Richard Ingram (Ed).- Inclusive education; education system change.

Über Autor(innen)

Richard Ingram  is based at the School of Education at the University of Exeter, UK, where he specialises in inclusive education and systems thinking. He has also worked with high profile international organisations, including UNESCO, UNICEF, and the World Bank.