Rights of Inclusion provides an innovative, accessible perspective on how civil rights legislation affects the lives of ordinary Americans. Based on eye-opening and deeply moving interviews with intended beneficiaries of the Americans with Disabilities Act (ADA), David M. Engel and Frank W. Munger argue for a radically new understanding of rights-one that focuses on their role in everyday lives rather than in formal legal claims. Although all sixty interviewees had experienced discrimination, none had filed a formal protest or lawsuit. Nevertheless, civil rights played a crucial role in their lives. Rights improved their self-image, enhanced their career aspirations, and altered the perceptions and assumptions of their employers and coworkers-in effect producing more inclusive institutional arrangements. Focusing on these long-term life histories, Engel and Munger incisively show how rights and identity affect one another over time and how that interaction ultimately determines the success of laws such as the ADA.

This volume studies the implications of the right to inclusive education in human rights law for disability law, policy and practice.

On the one hand, inclusion constitutes a powerful framework of political agency, as people can gain access to forms of recognition granting legal protection and social visibility. On the other hand, inclusion requires their adherence to fixed matrices incorporating specific and limited forms of life. This opposition reflects a similar division within the academic field: between liberal advocates of inclusion and those who regard it as a form of assimilation, where differences are absorbed and tempered. Uncovering the deficiencies in both viewpoints, this book analyzes inclusion by attending to the active role of subjects looking for inclusion, and mobilizing inclusive processes. Inclusion is thus reconceived as an ongoing, engaging movement of category-production, according to which there is no straightforward opposition between effective inclusion and assimilation. The book thus draws the idea of inclusion out of this opposition in order to delineate a form of political connectedness based on smaller social networks of solidarity that, although entailing some sort of normativity, are nevertheless characterized by fluidity and proximity. In this way, inclusion comes to be more productively, and more plausibly, reframed: as a web in which inclusive processes appear as moments of the renegotiation and rearticulation of a subjectivity in constant flux.

This book offers insight on the politics of inclusion in Vietnam through a Foucauldian and post-colonial perspective on disability and education. Drawing on a socio-historical analysis of the inclusion of disabled people in Vietnam in the twenty-first century, the book guides readers through a ‘history of the present.’ By reflecting on the treatment of disabled people in Vietnamese social history, the book argues that this journey to inclusion calls for critical reflections on the challenges and possibilities for policies to transform exclusion for disabled people. The book unveils the problematics of social and educational institutions in governing disability and difference through a critical reflection on discourses and power in the global and local juncture, in relation to its engagement with disability in the global South. The intersection between the global politics of disability rights and development and the local politics of inclusion in Vietnam shapes the cultural politics of education. The ways inclusive education is historically constructed, within this socio-historical condition, reflects the challenges of inclusive thought and action for transforming injustice. Going beyond ‘deconstructive politics,’ The Journey to Inclusion argues for a re-positioning of the relationships between the global North and South as an alternative approach to inclusion. It suggests that critical research must construct a politics of engagement with subjugated voices and representations in transnational, national, and local contexts. A reflexive, critical, and inclusive dialogue that engages with Southern knowledge offers a political platform for reframing justice in the twenty-first century.

This new report from CSIE delves deeply into international human rights agreements and standards and uncovers a catalogue of uncomfortable facts about education in the UK. As well as exposing violations and practices contradictory to human rights and inclusion, the report challenges several widely held assumptions sustaining segregation in separate, special schools.