ABSTRACT
This chapter explores the process of how and why the international norm of Sustainable Development Goal (SDG) 4, which sets forth the policy-oriented strategy of ‘inclusive education’, is diffused and transformed or not across stakeholders involved at the levels of intention, delivery and implementation. Taking the case study of Cambodia, the aims are threefold. First, the chapter illustrates the historical development of inclusive education discussed as an international norm of educational development prior to the post-SDG agenda. In addition, a body of key human rights’ instruments and policies of the Government of Cambodia, closely related to inclusive education is explored. Second, the chapter analyses how the concept of inclusive education developed at the delivery stage, mainly from norm senders of inclusive education, and is constantly reformulated partly through the ‘cascade model’ of training. And third, it investigates why diffusion of the inclusive education norm is not transformed (accepted, adapted and internalised) as originally intended, which can be explained by contestations expressed by norm receivers. Finally, the chapter stresses ways to change the delivery of inclusive education content and method as an effective mode of action for implementation.
