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Inclusion, Equity, Diversity, and Social Justice in Education pp 13–27Cite as

Policy, Discourse and Epistemology in Inclusive Education

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Part of the book series: Sustainable Development Goals Series ((SDGS))

Abstract

This chapter begins a conversation about the United Nations Sustainable Development Goals (SDGs), the concepts of rights, diversity, equity and inclusion that underpin them, and the ways in which they are enacted in a variety of contexts. There is a specific focus on SDG4 “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. Based on examinations of the SDGs, the conversations throughout the book give voice to those who work at times within and sometimes outside mainstream education discourse; people who use inclusive approaches to teach early childhood, primary and secondary school and higher education students, parent-educators, parents and carers, academics teaching and researching in the field of inclusion and teachers and academics who themselves have impairments and disabilities. In this chapter, we investigate the policies, discourses and epistemologies that are foundational for the concepts of rights, diversity, equity and inclusion. To examine issues of social justice, epistemic injustice, equity and equality, the authors describe a framework of discourse and intersectional analysis.

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Authors and Affiliations

  1. Institute of Education, Arts and Community, Federation University Australia, Ballarat, Australia

    Jenene Burke & Anitra Goriss-Hunter

  2. Institute of Education, Arts and Community, Federation University Australia, Berwick Campus, Australia

    Susan Emmett

Authors
  1. Jenene Burke
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  2. Anitra Goriss-Hunter
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  3. Susan Emmett
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Corresponding author

Correspondence to Jenene Burke .

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Editors and Affiliations

  1. Institute of Education, Arts and Community, Ballarat, VIC, Australia

    Sara Weuffen

  2. Institute of Education, Arts and Community, Ballarat, VIC, Australia

    Jenene Burke

  3. Institute of Education, Arts and Community, Ballarat, VIC, Australia

    Margaret Plunkett

  4. Institute of Education, Arts and Community, Ballarat, VIC, Australia

    Anitra Goriss-Hunter

  5. Institute of Education, Arts and Community, Ballarat, VIC, Australia

    Susan Emmett

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Burke, J., Goriss-Hunter, A., Emmett, S. (2023). Policy, Discourse and Epistemology in Inclusive Education. In: Weuffen, S., Burke, J., Plunkett, M., Goriss-Hunter, A., Emmett, S. (eds) Inclusion, Equity, Diversity, and Social Justice in Education. Sustainable Development Goals Series. Springer, Singapore. https://doi.org/10.1007/978-981-19-5008-7_2

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