A Global Comparative Study in Disability Inclusion Legislation and Policies in the TVET Education

Abstract

This chapter critically engages relevant literature on the trajectories of disability inclusion in Technical Vocational Education and Training Centres (TVET) education and training systems. It challenges dominant epistemologies in critical disability studies that have been traditionally fore-grounded, imagined, and constructed within Westernized philosophical paradigms. For centuries, it has been difficult to re-imagine alternative forms of knowledge of impairment, disability, and debility from the subaltern standpoint. The author seeks to highlight the uneven ways through which knowledge systems on Disability Inclusion in Higher Education Institutions (HEIs) oscillates between the so-called problematic dichotomies of the global North and Global South. This is achieved by critically weighing in the contribution and impact of legislation, policies, and newer perspectives on the Scholarship of Learning (SoL) from the global North that influences critical pedagogies on disability inclusion in TVET colleges in the Southern African context.