| Publisher Information: |
Umeå universitet, Institutionen för idé- och samhällsstudier Equity and Inclusion, University of Birmingham, Birmingham, United Kingdom School of Culture and Society, Dalarna University, Falun, Sweden School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden The Executive Office, Örebro University, Örebro, Sweden School of Social Sciences, Södertorns Högskola, Stockholm, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden School of Health Sciences, Örebro University, Örebro, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden 2026 |
| Abstract: |
This article explores the tensions within inclusive education and emphasises the research community’s responsibility to enhance the understanding and practical application of inclusive practices. It highlights the challenges the researchers face when navigating diverse scientific disciplines, often leading to entrenched policies that overlook varied epistemologies. We aim to display and open up for scrutiny current and ongoing social epistemologies in research on inclusive education that can be achieved through a diverse research environment in the field of inclusive education, and its attempt to recognise and accommodate diverse epistemologies within research on inclusive education. Utilising Bacchi’s comparative policy analysis, we analyse researchers’ interpretations of inclusion and its implications. The article concludes by advocating for a broader embrace of theoretical diversity and a more nuanced, lived understanding of inclusion, challenging prevailing monocultural interpretations. |