IEG-7600

Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. PROSPECTS: Comparative Journal of Curriculum, Learning, and Assessment, 49 (3–4), 123–134.
This article provides an introductory commentary to the papers in this Prospects special issue on inclusive education.it stresses the need to be cautious as we read accounts of inclusive education from other parts of the world: whilst lessons can undoubtedly be learned from the accounts in this special issue, they must be adopted with care. They point out that efforts to promote inclusion and equity within education systems should be based on an analysis of particular contexts.

Calderón-Almendros, I., Ainscow, M., Bersanelli, S., & Molina-Toledo, P. (2020). Educational inclusion and equity in Latin America: An analysis of the challenges. Prospects (00331538), 49 (3/4), 169–186.
This article draws on its authors’ experiences of engaging with the narratives of communities in Latin America implicated in the promotion of inclusion and equity in education. It illustrates how the voices of students, teachers, and families can throw light on the challenges involved. In particular, the article shows how their conditions, difficulties, achievements, fears, and hopes can provide a better understanding of their complex realities and help to shape theories of change.

Croft, B., & Brown, M. (2020). Inclusive open education: Presumptions, principles, and practices. Distance Education, 41(2), 156–170.
Open education has long been forwarded as a producer of equity. However, there currently exists a lack of critical engagement with issues of justice in open educational practices (OEP). Although the affordances of open education have potential for increasing equity, creating knowledge alongside learners is inherently rife with complexities for inclusion and diversity.

Bagga-Gupta, S., Messina Dahlberg, G., & Vigmo, S. (2020). Equity and social justice for whom and by whom in contemporary Swedish higher and adult education. Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 13(3), 82–110.
This article focuses on the Swedish context of upper and post-upper secondary education provided in two sectors, universities and the Swedish Folk High School. The article is centered on the analysis of the support services offered by fifty-five university and Swedish Folk High School institutional websites to individuals and groups designated as being 'peripheral'.

Whitley, J., & Hollweck, T. (2020). Inclusion and equity in education: Current policy reform in Nova Scotia, Canada. PROSPECTS: Comparative Journal of Curriculum, Learning, and Assessment, 49(3–4), 297–312.
This article aims to explore the context of inclusive education policy in Canada, and to highlight the particular case of inclusive education policy reform in the province of Nova Scotia. As with most other provinces and territories, inclusive education policy in Nova Scotia has broadened to include a lens of equity, with a focus on not only students with special education needs, but all students – particularly those most often marginalized by and within Canadian school systems.