How educational systems respond to diversity, inclusion and social justice: Disability, power, discipline, territoriality and deterritorialization

This paper presents a critical examination of a vexed issue relating to how educational systems respond to diversity, inclusion, and social justice. Whilst there are unique factors specific to the various educational sectors; that is, to early years, schools, colleges, higher education and to the life‐long learning sector, this paper explores education and diversity in its broadest sense and recognizes that issues are as much cross‐sector as they are within‐sector. Further still, this paper shifts across disciplinary epistemic boundaries making use of Foucault's tools and the work of Deleuze and Guattari. Given this broader context, this paper primarily traverses the borders of schooling and higher education. It utilizes the notion of scales of justice and draws upon the work of Fraser and explores how this can offer insights into issues not only in relation to redistribution and recognition, but also to representation. It intentionally, draws upon (critical) disability studies literature; and the often‐forgotten discrimination known as disability. It acknowledges the various paradigms and terminological descriptors associated with disabled people, how these are intentionally, I argue, produced and re‐produced, subject to a process of misframing, misrecognition and maldistribution through various territorialized and often segregated educational spaces. In response, this paper offers a reading of dis/ability which moves through theoretical and conceptual understandings and advances the notion of deterritorialization in order to escape, engage and identify larger patterns of inequality. It offers different insights, provides an alternative mapping that can raise different critical questions about disability, also to issues of diversity, inclusion, and social justice.