Skip to main content
SpringerLink
Log in
Book cover

Development, Education and Learning Disability in India pp 35–60Cite as

Palgrave Macmillan

The Global Context for Inclusive Education

  • Chapter
  • First Online:

  • 167 Accesses

Abstract

This chapter asks the question: How did an inclusive program like Education For All create a new group of marginalized students? Part of the answer can be found in our contemporary context of neoliberal globalization and international development.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   119.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Ahmad, F. K. (2015). Exploring the invisible: Issues in identification and assessment of students with learning disabilities in India. Transcience: A Journal of Global Studies, 6(1), 91–107.

    Google Scholar 

  • Ajmera, M. (2016). Invisible children: Reimagining international development at the grassroots. Palgrave Macmillan.

    Google Scholar 

  • Alborz, S. R., & Miles, S. (2013). Establishing the foundations for an inclusive education system in Iraq reflection on findings from a nationwide survey. International Journal of Inclusive Education, 17(9), 965–987. https://doi.org/10.1080/13603116.2012.725776

    Article  Google Scholar 

  • Alur, M. (2002). “They did not figure”: Policy exclusion of disabled people in India. International Journal of Inclusive Education, 6, 101–112.

    Google Scholar 

  • Alessa, L. N. (2009). What is truth? Where science and traditional knowledge converge. In M. S. T. Williams (Ed.), The Alaska native reader: History, culture, politics (pp. 246–251). Duke University Press.

    Google Scholar 

  • Annamalai, E. (2004). Nativization of English in India and its effect on multilingualism. Journal of Language and Politics, 3(1), 151–162.

    Google Scholar 

  • Artiles, A., & Dyson, A. (2005). Inclusive education in the globalization age: The promise of comparative culturalhistorical analysis. In A. Artiles & A. Dyson, (Eds.), Contextualizing inclusive education: Evaluation old and new international perspectives (pp. 37–62). Routledge.

    Google Scholar 

  • Baine, D. (1988). Handicapped children in developing countries: Assessment, curriculum, and instruction. Vector Press.

    Google Scholar 

  • Bellah, R. N., Madsen, R., Sullivan, W. M., Swidler, A., & Tipton, S. M. (2007). Habits of the heart: Individualism and commitment in American life. University of California Press.

    Google Scholar 

  • Béteille, A. (2012). Caste and the citizen. Oxford University Press.

    Google Scholar 

  • Bhatia, S. (2018). Decolonizing psychology: Globalization, social justice, and Indian youth identities. Oxford University Press.

    Google Scholar 

  • Black, C. (Director). (2011). Schooling the world: The white man’s last burden [Film]. Lost People Films. https://schoolingtheworld.org/film/

  • Boruah, P. (2017). Learning English in a low-cost semi-urban English-medium school in India: Challenges, interaction patterns and domains of use. In H. Coleman (Ed.), Multilingualisms and development (pp. 289–306). British Council.

    Google Scholar 

  • Bourdieu, P. & Passeron, J. C. (1990). Reproduction in education, society and culture. Sage.

    Google Scholar 

  • Celarent, B. (2011). Caste and Race in India by G. S. Ghurye. American Journal of Sociology, 116(5), 1713–1719.

    Google Scholar 

  • Chabbott, C. (2015). Institutionalizing health and education for all: Global goals, innovations and scaling up. Teachers College Press.

    Google Scholar 

  • Chang, H. J. (2003). Kicking away the ladder: Development strategy in historical perspective. Anthem Press.

    Google Scholar 

  • Chang, H., & Grabel, I. (2004). Reclaiming development: An alternative economic policy manual. Palgrave Macmillan.

    Google Scholar 

  • Chaterjee, P. (1993). The nation and its fragments: Colonial and postcolonial histories. Princeton University Press.

    Google Scholar 

  • Chattopadhay, T., & Roy, M. (2017). Low-Fee Private Schools in India: The Emerging Fault Lines (Working Paper 233). National Center for the Study of Privatization in Education. Teachers College, Columbia University. http://ncspe.tc.columbia.edu/center-news/low-fee-private-schools-in-india/

  • Chavan, D. (2013). Language politics under colonialism: Caste, class and language pedagogy in Western India. Cambridge Scholars Publishing.

    Google Scholar 

  • Chennat, S. (2019). Conceptualizing disability inclusion. In S. Chennat (Ed.), Disability inclusion and inclusive education. (pp. 39–62) Springer. https://doi.org/10.1007/978-981-15-0524-9_3

  • Collin, R., & Apple, M. (2010). Globalization, schooling, and literacies in an unsettled age. In S. Tozer, B. P. Gallegos, A. Henry, M. Bushnell Greiner, & P. Groves Price (Eds.), Handbook of research in the social foundations of education (pp. 296–307). Routledge.

    Google Scholar 

  • Day, L. C., McLoughlin, C., Aslam, M., Engel, J., Wales, J., Rawal, S., Batley, G., Kingdom, S., Nicolai, S., & Rose, P. (2014). The role and impact of private school in developing countries: A rigorous review of the evidence. Department for International Development.

    Google Scholar 

  • Dyer, C. (2001). Nomads and education for all: Education for development or domestication? Comparative Education, 37(3), 317–327. https://doi.org/10.1080/03050060120067802

    Article  Google Scholar 

  • Easterly, W. (2006). The white man’s burden: Why the west’s efforts to aid the rest have done so much ill and so little good. Penguin.

    Google Scholar 

  • EPW Engage. (2021, April 23). English language education in India: How aspirations for social mobility shape pedagogy. https://www.epw.in/engage/article/english-language-education-india-aspirations-pedagogy

  • lorian, L., Hollenweger, J., Simeonsson, R. J., Wedell, K., Riddell, S., Terzi, L., & Holland, A. (2006). Cross-cultural perspectives on the classification of children with disabilities: Part I. Issues in the classification of children with disabilities. The Journal of Special Education, 40(1), 36–45.

    Google Scholar 

  • Fanon, F. (2004). The wretched of the earth. Grove Press.

    Google Scholar 

  • Friedman, T. L. (2005). The world is flat: A brief history of the twenty-first century. Farrar, Straus & Giroux.

    Google Scholar 

  • Garrett, L. (2000). Filth and decay: Pneumonic plague hits India and the world ill responds. In L. Garrett (Ed.), Betrayal of trust: The collapse of global public health (pp. 15–48). Hyperion.

    Google Scholar 

  • Gandhe, S. K. (2004). External evaluation of Janshala programme: synthesised report (Pune, Indian Institute of Education).

    Google Scholar 

  • Goodley, D. (2011). Education: Inclusive disability studies. In D. Goodley (Ed.), Disability studies: An interdisciplinary introduction (pp. 139–156). Sage.

    Google Scholar 

  • Ghurye G. S. (1932). Caste and race in India. Kegan Paul, Trench, Trübner.

    Google Scholar 

  • Grosfoguel, R. (2013). The structure of knowledge in westernized universities epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-Knowledge, 11(1), 73–90.

    Google Scholar 

  • Hansen, V. (2020). The year 1000: When explorers connected the world – and globalization began. Scribner.

    Google Scholar 

  • Hardt, M., & Negri, A. (2000). Empire. Harvard University Press.

    Google Scholar 

  • Harry, B. (2020). Childhood disability, advocacy, and inclusion in the Caribbean: A Trinidad and Tobago case study. Springer.

    Google Scholar 

  • Individuals with Disabilities Education Act (IDEA). (2014) (Sec. 300.8 (c) (10). https://sites.ed.gov/idea/regs/b/a/300.8/c/10.

  • Jelas, Z. M., & Ali, M. M. (2014). Inclusive education in Malaysia: Policy and practice. International Journal of Inclusive Education, 18(10), 991–1003. https://doi.org/10.1080/13603116.2012.693398

    Article  Google Scholar 

  • Kalia, V., & Reese, E. (2009). Relations between Indian children’s home literacy environment and their English oral language and literacy skills. Scientific Studies of Reading, 13(2), 122–145. https://doi.org/10.1080/10888430902769517

    Article  Google Scholar 

  • Kalyanpur, M. (1996). The influence of western special education on community-based services in India. Disability & Society, 11(2), 249–270.

    Google Scholar 

  • Kalyanpur, M. (2008a). The paradox of majority under-representation in special education in India: Constructions of difference in a developing country. Journal of Special Education, 42(1), 55–64.

    Google Scholar 

  • Kalyanpur, M. (2008b). Equality, quality and quantity: Challenges in inclusive education policy and service provision in India. International Journal of Inclusive Education, 12(3), 243–263.

    Google Scholar 

  • Kalyanpur, M. (2014). Distortions and dichotomies in inclusive education for children with disabilities in Cambodia in the context of globalization and international development. International Journal of Disability, Development and Education, 61(1), 80–94. 15p. DOI: https://doi.org/10.1080/1034912X.2014.878546.

  • Karanth, P. (2008). Learning disability and language learning. In K. Thapa, G. M. van der Aalsvoort, & J. Pandey (Eds.), Perspectives on learning disabilities in India: Current practices and prospects (pp. 80–96). Sage.

    Google Scholar 

  • Klees, S. J. (2017, August 3). Financing Universal Education. https://www.project-syndicate.org/commentary/financing-universal-education-by-steven-j--klees-2017-08

  • Kopf, D. (1984). Orientalism and the Indian educated elite. In G. P. Kelly & P. G. Altbach (Eds.), Education and the Colonial Experience (pp. 117–136). Transaction Books.

    Google Scholar 

  • Kozleski, E. B., Artiles, A. J., & Waitoller, F. R. (2015). Introduction: Equity in inclusive education. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 1–14). Harvard Education Press.

    Google Scholar 

  • Kumar, N. (2017). The technology and politics of teaching English. In M. J. Tiwary, S. Kumar, & A. K. Mitra (Eds.), Dynamics of inclusive classrooms: Social diversity, inequality and school education in India (pp. 183–202). Orient BlackSwan.

    Google Scholar 

  • Le Fanu, G. (2013). Reconceptualising inclusive education in international development. In L. Tikly & A. Barrett A (Eds.), Education, quality and social justice in the global south (pp. 40–55). Routledge.

    Google Scholar 

  • Leach, D., & Helf, S. (2016). Revisiting the regular education initiative: Multi-tiered systems of support can strengthen the connection between general and special education. Journal of the American Academy of Special Education Professionals (pp. 116–124).

    Google Scholar 

  • Leiberman, R. H. (Director). (2017). Angkor awakens: A portrait of Cambodia. [Film.] PhotoSynthesis Productions.

    Google Scholar 

  • Limaye, S. (2019). Unheard voices: Schooling experiences of parents having children with disabilities in India. In M. J. Schuelka, C. J. Johnstone, G. Thomas, & A. J. Artiles (Eds.), The SAGE Handbook of diversity and inclusion in education (pp. 557–570). Sage.

    Google Scholar 

  • Loomba, A. (2015). Colonialism/Postcolonialism (3rd ed.). Routledge.

    Google Scholar 

  • Loomba, A. (2016). The everyday violence of caste. College Literature, 43(1), 220–225.

    Google Scholar 

  • Maddison, A. (2004). The world economy, volume 2: Historical statistics. OECD Development Centre.

    Google Scholar 

  • Maudslay, L. (2014). Inclusive education in Nepal: Assumptions and reality. Childhood, 21(3), 418–424. https://doi.org/10.1177/0907568213514778

    Article  Google Scholar 

  • McDermott, R., Edgar, B., & Scarloss, B. (2011). Global norming. In A. Artiles, E. Kozleski, & F. Waitoller (Eds.), Inclusive education in five continents (pp. 223–235). Harvard Education Press.

    Google Scholar 

  • Menashy, F., & Manion, C. (2016). The historical evolution and current challenges of the United Nations and global education policy-making. In K. Mundy, A. Green, B. Lingard, & T. Verger (Eds.), Global policy and policy-making in education (pp. 319–334). Wiley Blackwell.

    Google Scholar 

  • Miles, M. (1981). A short circuit of mental handicap in India with some sparks of development. [Monograph]. Mission Hospital.

    Google Scholar 

  • Miles, M. (1985). Where there is no rehab plan: A critique of WHO’s scheme for community based rehabilitation. [Monograph]. Hesperian Foundation.

    Google Scholar 

  • Miles, S., & Singal, N. (2010). The Education for all and inclusive education debate: Conflict, contradiction or opportunity? International Journal of Inclusive Education, 14(1), 1–15.

    Google Scholar 

  • Miles, S., Lene, D., & Merumeru, L. (2014). Making sense of inclusive education in the Pacific region: Networking as a way forward. Childhood, 21(3), 339–353. https://doi.org/10.1177/0907568214524458

    Article  Google Scholar 

  • Ministry of Law and Justice. (2016). The rights of persons with disabilities Act. Legislative Department. http://legislative.gov.in/actsofparliamentfromtheyear/rights-persons-disabilities-act-2016

  • Misra, A. (2000). Special education in India: Current status and future directions. Division of International Special Education Services Journal, 3, 6–11.

    Google Scholar 

  • Mosse, D. (2018). Caste and development: Contemporary perspectives on a structure of discrimination and advantage. World Development, 110, 422–436. https://doi.org/10.1016/j.worlddev.2018.06.003

    Article  Google Scholar 

  • Motha, S. (2014). Race, empire, and English language teaching: Creating responsible and ethical anti-racist practice. Teachers College Press.

    Google Scholar 

  • Mukherjee, S. (2016). The gene: An intimate history. Scribner.

    Google Scholar 

  • Mukhopadhyay, R. ,& Sriprakash, A. (2011). Global frameworks, local contingencies: Policy translations and education development in India. Compare: A Journal of Comparative and International Education, 41(3), 311–326.

    Google Scholar 

  • Mundy, K., & Manion, C. (2015). The education for all initiative. In E. Unterhalter & T. McCowan (Eds.), Education and international development: Practice, policy and research (pp. 49–68). Bloomsbury.

    Google Scholar 

  • National Council of Educational Research and Training [NCERT]. (1987). Project Integrated Education for the Disabled: a document. Author.

    Google Scholar 

  • Panshikar, A. (2019). Specific learning disability: A hidden disability. In S. Chennat (Ed.), Disability inclusion and inclusive education. (pp. 175–193). Springer. https://doi.org/10.1007/978-981-15-0524-9_9

  • Parker, C. (2010). Global interactions in the early modern age, 1400–1800. University Press.

    Google Scholar 

  • Pro Bono and Legal Aid Clinic on Education & Legal Services Committee. (2021). Inclusivity vis-à-vis National Education Policy 2020. National Law University. https://nludelhi.ac.in/download/publication/Inclusivity%20vis%20a%20vis%20NEP%202020.pdf

  • Pritchett, L. (2013). The rebirth of education: Schooling ain't learning. Brookings Institution Press.

    Google Scholar 

  • Rabukawaqa, E. (2009). Opening address. In P. Puamau & F. Pene (Eds.), Inclusive Education in the Pacific (The PRIDE Project; Pacific Education Series No. 6, pp. 1–8). Institute of Education, University of the South Pacific. http://www.usp.ac.fj/fileadmin/files/Institutes/pride/Workplans_and_Reports/Paper_and_publications/IEbook.pdf

  • Rao, S., & Kalyanpur, M. (2020). Universal notions of development and disability: Towards whose imagined vision? Disability and the Global South, 7(1), 1830–1851.

    Google Scholar 

  • Rao, L. G., Narayan, J., & Mani, M. N. G. (2005). Status of education of children with disabilities.

    Google Scholar 

  • Said, H. (2018). The role of English education in post-colonial Egypt: Criticisms and solutions for the future. In G. J. Dei & C. Jaimungal (Eds.), Indigeneity and decolonial resistance: Alternatives to colonial thinking and practice (pp. 125–139). Myers Education Press.

    Google Scholar 

  • Sainath, P. (2001). And then there was the market. (Blog). https://www.india-seminar.com/2001/497/497%20p.%20sainath.htm

  • Samarendra, P. (2011). Census in Colonial India and the Birth of Caste. Economic and Political Weekly, 46(33), 51–58.

    Google Scholar 

  • Sarangapani, P. M. (2003). Indigenising curriculum: Questions posed by Baiga vidya. Comparative Education, 39(2), 199–209.

    Google Scholar 

  • Scribner, S., & Cole, M. (1973). Cognitive consequences of formal and informal education. Science, 182(4112), 553–559.

    Google Scholar 

  • Shenoy, S., & Wagner, R. K. (2019). Language and literacy practices that influence bilingual and bi-literate acquisition in L1 Kannada and L2 English in Bangalore, India. In R. M. Joshi & C. McBride (Eds.), Handbook of literacy in Akshara orthography (pp. 373–388). Springer. https://doi.org/10.1007/978-3-030-05977-4_19

  • Singal, N. (2005). Mapping the field of inclusive education: A review of the Indian literature. International Journal of Inclusive Education, 9, 331–350.

    Google Scholar 

  • Singal, N. (2006). Inclusive education in India: International concept, national interpretation. International Journal of Disability, Development and Education, 53, 351–369.

    Google Scholar 

  • Singal, N., & Jeffery, R. (2015). Inclusive education in India: The struggle for quality in consonance with equity. In A. J. Artiles, E. B. Kozleski, & F. R. Waitoller (Eds.), Inclusive education: Examining equity on five continents (pp. 161–183). Harvard Education Press.

    Google Scholar 

  • Singal, N., Johansson, S. T., & Lynch, P. (2019). Education of children with disabilities: Changing landscape of new opportunities and challenges. In N. Singal, S. T. Johansson, & P. Lynch (Eds.), Education and disability in the global South: New perspectives from Africa and Asia (pp. 1–18). Bloomsbury Academic.

    Google Scholar 

  • Stiglitz, J. E. (2003). Globalization and its Discontents. Norton.

    Google Scholar 

  • Stiglitz, J. E. (2007). Making globalization work: The next steps to social justice. W.W. Norton.

    Google Scholar 

  • Stratton, C. (2016). Education for empire: American schools, race, and the paths of good citizenship. University of California Press.

    Google Scholar 

  • Stromquist, N. P., & Monkman, K. (2015). Defining globalization and assessing its implications for knowledge and education, revisited. In N. P. Stromquist & K. Monkman (Eds.), Globalization and education: Integration and contestation across cultures (2nd ed., pp. 1–20). Rowman & Littlefield.

    Google Scholar 

  • The NEP is the best thing that the Modi government has done since Swachh Bharat. (2020, August 23). The Indian Express. https://indianexpress.com/article/opinion/columns/education-minister-ramesh-pokhriyal-nep-tavleen-singh-6565927/

  • Tikly, L. (2001). Globalisation and education in the postcolonial world: Towards a conceptual framework. Comparative Education, 37(2), 151–171.

    Google Scholar 

  • Tooley, J. (2009). The beautiful tree: A personal journey into how the world’s poorest people are educating themselves. Penguin.

    Google Scholar 

  • Tyack, D. (2003). Seeking common ground: Public schools in a diverse world. Harvard University Press.

    Google Scholar 

  • Unni, J. C. (2012). Specific learning disability and the amended “Persons with Disability Act”. Indian Pediatrics, 49, 445–447. http://medind.nic.in/ibv/t12/i6/ibvt12i6p445.pdf

  • United Nations Economic and Social Commission for Asia and the Pacific (UNESCAP). (2008). Training manual for disability statistics. Author.

    Google Scholar 

  • UNESCO. (2015). Fixing the broken promise of Education for All: Findings from the global initiative on out-of-school children. UNESCO Institute for Statistics.

    Google Scholar 

  • UNESCO. (2019). State of the education report for India 2019: Children with disabilities. New Delhi: Author.

    Google Scholar 

  • Upadhyay, S. B. (2012). Dalits and the modern education in colonial India. In C. Sleeter, S. B. Upadhyay, A. K. Mishra, & S. Kumar (Eds.), School education, pluralism and marginality: Comparative perspectives (pp. 152–180). Orient Blackswan.

    Google Scholar 

  • Urwick, J., & Elliott, J. (2010). International orthodoxy versus national realities: Inclusive schooling and the education of children with disabilities in Lesotho. Comparative Education, 46(2), 137–150. https://doi.org/10.1080/03050061003775421

    Article  Google Scholar 

  • Vagh, S. B., & Sharma, D. (2018). Localized assessments can enhance our understanding of learning at the bottom of the pyramid: Insights from India. In D. A. Wagner, S. Wolf, & R. F. Boruch (Eds.), Learning at the bottom of the pyramid: Science, measurement, and policy in low-income countries (pp. 121–137). International Institute for Educational Planning.

    Google Scholar 

  • Wang, Y., Mu, G. M., & Zhang, L. (2018). Chinese inclusive education teachers’ agency within temporal-relational contexts. Teaching and Teacher Education, 61, 115–123.

    Google Scholar 

  • World Health Organization/ World Bank. (2011). World report on disability 2011. Author.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of San Diego, San Diego, CA, USA

    Maya Kalyanpur

Authors
  1. Maya Kalyanpur
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Maya Kalyanpur .

Rights and permissions

Reprints and permissions

Copyright information

© 2022 The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Kalyanpur, M. (2022). The Global Context for Inclusive Education. In: Development, Education and Learning Disability in India. Palgrave Studies in Disability and International Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-83989-5_2

Download citation

Publish with us

Policies and ethics

Search

Navigation