Anis, Ferdousi (2022) Inclusive Education Policy in Bangladesh: Human Rights, Social Justice and Structural Exclusion. PhD thesis, Victoria University.

Abstract

Bangladesh is a signatory to international declarations that all children must have access to education and has introduced education policies to implement inclusive education in all schools. Despite the aim of the policies to build an inclusive society, widespread discrimination contributes to the exclusion of children with disability in Bangladeshi society. This study investigated how inclusive education is conceptualised in the Bangladeshi National Education Policy 2010 (NEP10) for children with disability by drawing together social theory, policy and educational practice. A close investigation of the NEP10 utilising Carol Bacchi’s WPR approach was undertaken. The theories of Sen, Slee and Spivak, in relation to inclusive education, led to a broader consideration of human rights, social justice and inclusion. Findings from policy analysis were supplemented by a small number of interviews undertaken in two villages. The research findings demonstrate that the conceptualisation of inclusive education must be complemented with a broader consideration of human rights, social justice and inclusion to strengthen inclusive education ideals. The imperative for the Government of Bangladesh to have access to richer evidence for the conceptualisation of inclusive education is suggested to reach the goals of Education For All by 2030. The study concludes by discussing the potential for NEP10 to uphold the ideals of inclusion and impact the rights of children with disability in Bangladesh.

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