Cross-Cultural Perspective on Inclusive Educa...

Cross-Cultural Perspective on Inclusive Education Policy Making

Author Name : Shalini, Prof. (Dr.) Nain Singh

ABSTRACT
Inclusive education policy and practise often rely on a variety of dynamics related to the complex conceptualization of student diversity, skills, learning, human rights, emotional growth and social justice. The difficult and divisive nature of inclusive education policymaking calls for theoretical and empirical transparency and integration, and includes asking questions and offering a critical review of theories, concepts and relevant activities within the context of the field. This paper highlights the importance of adopting a comparative perspective in policy analysis, and discusses issues of policy borrowing and neo- colonialism. The critical dimension of policy studies involves, among more conditions, a casual- peculiar accession to inquiring and destabilizing culturally grounded diversities of capabilities and graded subject positions had give risk to exclusionary system and subjugating regimes. This is a little portion of given the ‘bigger picture’ ( Grace, 1991) of inclusive education policymaking across different geopolitical contexts, and exploring the ways in which a pluralistic framework of complex and contesting values underpinning the techniques and after-effects of inclusive education policymaking can be devised as well as acted upon in culturally and historically informed ways. This paper argues that growth and learning in this area is only possible by cross-cultural research. Cross-cultural work may become a tool for bringing about a radical change in education.