REAL at UKFIET

Conference delegates trickled in at first but the venue was soon filled. The presentations began. I was excited but soon found myself feeling unexpectedly down and nervous. It was difficult to avoid envisioning some of the disadvantages discussed as being my own burden by extension: a strange sense of empathy and narcissism at once. The discussion of inclusive systems sounded like discussions about a distant extended family member, in another part of my Global home South. The presentations felt heavy, and I wondered where people gained the strength to shoulder them: Does the research subject not feel personal to them? Are they all incredibly strong? I felt weak and guilty: conscious of myself as a black person from the Global South, a lucky one, in a privileged space, reflecting on the stories of distant family who may never see those Oxford walls adorned with images of stolen ‘fantasy’.

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Research for Change: Inclusive Quality Education for Children with Disabilities

The Sustainable Development Goals (SDG) state that “no one should be left behind”. SDG#4 on education addresses both rights to education – through access; and rights in education –  specifically acknowledging that education must be of quality. In our recent report, Inclusive Quality Education for Children with Disabilities, we argue that if children with disabilities are to be fully included in quality education we must focus on the interlinked aspects of rights, resources and research.

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