Can There Be Equality And Inclusion In A Deprived Learning Environment? The Power Of Educational History And A Rethink Of Dr. B. R Ambedkar’s Envisionment For Nigeria’s Education System

Abstract

The major part of this research is a historiographical type of qualitative or narrative study, aimed at linking the good works of Dr Ambedkar to the ingredients that make for success in today’s society. In order to achieve this purpose, the study engaged a systematic review of both primary and secondary data with a view to critically appraise and summarize as well as to reconcile the evidence involved with the preset research. The anchor theories were Vygotsky’s Defectology theory (1993) and Deprivation theory of Gurr (1970) which both formed the foundation on which the operating concepts of equality and inclusion in special education are laid, and commonly point to social attribution (of society) as the source of creation of discrimination. Some key concepts – Dr. B. R. Ambedkar’s envisioned equality and inclusion in education, learning environment and deprivation were explained under conceptual and contextual issues. Impact of Dr. B. R. Ambedkar’s vision on nations and international bodies including NGOs as they relate to inclusive education were meticulously reviewed with the aim to raise an answer to the question that gave rise to the study. The paper concludes by promoting the envisaged view of Dr. B. R. Ambedkar as what must be upheld in all countries particularly the least developing countries like Nigeria, as a means of not only achieving a sustained social, economic, political adjusted society that has educationally empowered persons and community through equitable access and inclusion but as a charted course to arrive at SDG4. Recommendations among others include that government should make efforts to provide education with ingredients of equality and inclusion to every learner at all levels of education to achieve development. Increased government passion for inclusive education provision, learning technology with improved learning environment, funding, teacher training among other educational needs particularly for the inclusive learners. And concluded that Since Dr. B. R. Ambedkar’s vision has become the national and international vision for the global community, governments should have no option of making her education responsive to current global demands to engender sustainable development.