ABSTRACT
This chapter outlines future directions for both the theory and practice of inclusive education in international development. At district and national level, policy-makers and implementers, particularly government bodies, can promote inclusive education through rational planning. The chapter draws upon research carried out in Papua New Guinea, including a study of the formulation and implementation of the new national curriculum. Global inclusionism assumes that some change is possible, given the transformative potential to be found within schools, civil society, governments, and the international development community. Whilst global inclusionism assumes that communities will play a major role in promoting inclusive education, the sub-Saharan research evidence indicates that groups of stakeholders may be estranged from formal education systems, which they perceive as irrelevant and unresponsive to their needs. Based on the findings and analysis of the case studies, a critique of global inclusionism can be constructed. This critique has three elements: a capacity critique, an epistemological critique and a disability critique.
