ABSTRACT
Thailand in 1990 laid the foundations for the United Nations' commitment to developing universal education. Its Declaration and Framework for Action represented a comprehensive international commitment to develop access to high-quality basic education for every child. The chapter explores some of the contradictions which have emerged in the United Kingdom, the United States and Norway. It examines the particular legacy of policies, practices and provision within each state, and reviews the development of education in each country in order to consider the wider constraints imposed by neoliberal educational ideology upon inclusive education. The chapter also examines recurrent trends, contradictions and tensions in the development of inclusion within the Education for All agenda, and discusses how widening participation in established education systems often simply reconstitutes the exclusion of those who are perpetually marginalised.
