The Democratization of Inclusive Education: Political Settlement and the Role of Disabled Persons Organizations

Autor/inn/en	Johnstone, Christopher J.; Sefuthi, Nkhasi; Hayes, Anne
Titel	The Democratization of Inclusive Education: Political Settlement and the Role of Disabled Persons Organizations
Quelle	In: Comparative Education Review, 66 (2022) 4, S.688-708 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
DOI	10.1086/721767
Schlagwörter	Democracy; Inclusion; Politics of Education; Disabilities; Organizations (Groups); Foreign Countries; Advocacy; Educational Policy; Accountability; Treaties; International Organizations; International Law; Activism; Lesotho + Suchen Sie Ihr Suchwort? Demokratie; Inklusion; Educational policy; Bildungspolitik; Handicap; Behinderung; Ausland; Sozialanwaltschaft; Politics of education; Verantwortung; Abkommen; International organisation; International organisations; International organization; Internationale Organisation; Law of nations; Völkerrecht; Aktivismus; Politischer Protest
Abstract	Inclusive education is a core initiative of United Nations organizations and national governments around the world. In this article, we chronicle the development of a 2019 inclusive education policy in Lesotho by examining the role of disabled persons organizations (DPOs) and their policy advocacy. A standpoint epistemological approach is used, relaying the direct experiences of DPO leaders. We frame these events through political settlement theory, which states that when there is a policy conflict, settlements are drawn between powerful actors (governments) and those advocating for change. This typically occurs when the political or economic price of ignoring or suppressing advocacy groups becomes too high for governments to bear. In this study, a DPO successfully advocated for a new policy through media campaigns, direct engagement of government officials, leveraging donor support, and arguing for accountability around international treaty commitments. The political settlement of DPOs and the government in Lesotho is instructive about new ways in which inclusive education policies are being developed in the wake of the Convention on the Rights of Persons with Disabilities and increased DPO activism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01