Achieving Inclusive and Equitable Quality Education for All
The United Nations 2030 Agenda for Sustainable Development Goals (SDGs) has placed an emphasis upon addressing poverty and inequality which are known factors in the marginalization of individuals and groups in all societies. This agenda and its intended initiatives recognize the critical correlation between education and transformative change. This chapter provides a discussion regarding some of the cultural and sociopolitical indicators necessary for the achievement of inclusive and equitable quality education for all. It investigates elements of social justice in the field of education. In so doing it defines the concept of social justice, in relation to the United Nations’ Sustainable Development Goals. Obstacles to social justice, such as cultural interpretation, sociopolitical issues, and addressing the needs of those with special educational needs and disabilities (SEND), are explored through case studies from India, Sierra Leone, and South America.
It is argued that it is possible for societies to become more equitable for all while acknowledging contextual diversity as an enrichment to schooling strategies and not as purely a commodification of winners and losers. A framework for social justice in education is proposed around the premise that capabilities are fundamental entitlements.
KeywordsCapability approach First-generation learners Indian indigenous learners Latin American community-driven development Post-2015 Development Agenda African policy
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