IP. Decolonising IP.

How to we decolonise Inclusive Practice together?

Much of the referenced literature and talking points within this unit are US centric, with an emphasis on decolonisation. The irony is, having such a reliance on US centric resources colonises this conversation to a problematic extent. This is not an issue that the Inclusive Practice invented, I am personally very self-conscious about this same challenge in the teaching environment when we discuss similar topics and put a concerted effort in diversifying the dialogue. America’s history of complex challenges in this space, and the efforts and emphasis it is putting on modern discourses to try and improve, with many standout academics in this field makes it an obvious resource to reference. And it should be referenced, but just not exclusively. Expanding beyond the Western perspective and resources is essential in my opinion .

South Africa, India, Brazil, Malaysia and Columbia are some of the none Western Countries that promoting great equity in education specifically around race. In Colombia there is a significant Afro-Colombian and indigenous population, and its education policies seek to address the rights of these groups. The General Education Law emphasises the need to create inclusive environments that respect cultural diversity and promote the inclusion of historically marginalised communities within the educational system. Leveraging inclusive practices and policies that are less Western Centric is essential.

It is also important to incorporate and acknowledge the specific context of the UK. In the UK there are different historical complexities that are unique to the country with a huge social economic class difference and an exploitation of these individuals in different but equally problematic ways.





Reference List. Bibliography.
Paschel, T, S. (2009). The Right to Difference: Explaining Colombia’s Shift from Color Blindness to the Law of Black Communities. American Journal of Sociology. Published By: The University of Chicago Press. Vol. 116, No. 3 (November 2009), pp. 729-69 (41 pages).