Questioning Inclusive Education in a Settler Context

Abstract

The authors engage in a multivocal and interdisciplinary reflexive conversation related to inclusive education while teaching in a Bachelor of Education program in the Canadian settler context. They problematize the coloniality of liberal inclusive education focusing on pedagogical theories such as Culturally Relevant Pedagogy, the centrality of Eurocentric knowledge, and educational practices of care. By articulating a power analysis of these elements, they question the decolonizing potential of inclusive education without structural decolonization.