Learners as core: A time for change in the discourse of ‘Inclusive education’

This chapter provides a critical overview of inclusion from a cross-sector (primary, secondary, further and higher) position, which prioritises learners as key sources of knowledge and leadership for inclusion. An overview of inclusion – practice and policy, is provided in relation to its historical cross-sector usage and cross-group reference. The concept of ‘hegemony’ is critiqued and considered as essential knowledge in understanding what exclusion means and how it becomes established in covert and overt ways in all education sectors. Understanding hegemony is important when applying a social model lens to forms and practices of exclusion in education, and examples of this are provided. The term ‘challenged learners’ is used and considered in relation to intersectionality and multitudinal learner identity. The matter of context and partnerships is explored with examples from research evidence and case studies drawn on to highlight where and how learners' (students/pupils/children) insights and knowledge play essential roles in the development and leadership of successful inclusive education. Examples of cross-sector partnerships working successfully with learners' knowledge for inclusion are also provided.