Unearthing Themes in ‘inclusive education’ Discourse to Inform Sustainable Development Agenda on Education: A Systematic Literature Review Approach

Francis Simui^1,

¹Institute of Distance Education, University of Zambia, Lusaka, Zambia

Cite this paper:
Francis Simui. Unearthing Themes in ‘inclusive education’ Discourse to Inform Sustainable Development Agenda on Education: A Systematic Literature Review Approach. American Journal of Educational Research. 2022; 10(9):545-552. doi: 10.12691/education-10-9-6

Abstract

The paper unveils themes in inclusive education discourse foregrounded in educational philosophy to inform the Sustainable Development agenda on education. The study adopts a systematic literature review search using multiple databases targeted at secondary data published within 10 years (2012 - 2022). Emergent from these study findings are themes among which include: Respect for cultural identities, inclusive leadership, curriculum for all, inclusive classroom culture and collaborative professional learning and practice. Given the current stance taken by the international community to adopt and adapt the concept of inclusive education as the leading voice within the education sector as demonstrated through Sustainable development goal number 4 whose thrust is to ‘ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’ by 2030. Thus, if this goal is to be attained by 2030, there is urgent need to fully embrace inclusive education from the social model point of view whose emphasis is on situating the challenges of exclusion within the environment. This is a sure precursor to ensuring that no child is left behind since every child matters equally.

Keywords:
inclusive education sustainable development goals educational philosophy policy practice

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