6999 - Decolonizing Inclusive Education through Trauma-Informed Theories
Notwithstanding its noble orientations and social justice foundations, inclusion has been contested, interrogated, and subjected to multiple interpretations and enactments. Inclusive education has been, inter alia, characterized as a neo-colonial project that is embroiled in and reinforces geopolitical power asymmetries and oppressive regimes. The article suggests that the enduring legacy of colonial perspectives needs to be problematized and challenged through a trauma-responsive lens that c...