Inclusion, Diversity, and Inequality in Childhood. Adopting a More Critical Lens

After decades of delivering equality, diversity, and inclusive education there is evidence to suggest that a more critical lens is required. Many academics, practitioners and policy makers continue to fail to sufficiently comprehend the overlap that exists with dimensions of diversity and continue to package difference in singular descriptors which suggest that there are discrete groups of learners (Thomas & Loxley, 2021). Some continue to see inclusion as a concept solely linked to special educational needs and disabilities, while certain children continue to encounter persistent and disadvantaging barriers in schools, and the tensions, dilemmas and limitations of inclusion ideology often goes unacknowledged. This presentation will be of interest to students, academics, and practitioners, both within the field of education and childhood studies, who wish to address social inequalities and make inclusive practice meaningful. A critical stance is adopted to unpack some of the complexities associated with inclusive ideology. Central to the discussion is Brahm Norwich’s (2013) notion of tensions and dilemmas of difference and Robinson and Jones-Diaz’s (2016) argument for promoting understanding of sociological perspectives, including intersectionality, which help to explain social inequality and disadvantage. Only when practitioners have more radical insight regarding inclusive ideology and diversity will there be the likelihood of them being more effective in their role as agents of change to dismantle discourses that exist to marginalise, thereby empowering the next generation in social justice education and shaping more equitable policies and practices in education and child settings. ; Unfunded