Abstract
Efforts to address equity in the Nigerian higher education system have deployed quota and catchment area policies to effectuate the federal character principle that seeks to promote national cohesion and equal representation of underserved groups including students with disabilities. Despite these efforts, significant disparities in the participation and outcomes of students with disabilities persist. The policies on disability inclusion in higher education in Nigeria, while still in the early stages of development, face challenges of underinvestment in education, corruption, widespread poverty, and resistance to change. In this chapter, I discuss some of the tensions of inclusive education policy reforms in Nigeria within the trans-local decolonial turn before broaching the intersections and contradictions of the African and Arabian philosophical canons as I examine non-western perspectives of Ọmọlúàbí and Asabiyyah on inclusive education in Nigeria.
| Original language | English |
|---|---|
| Title of host publication | Comparative and Decolonial Studies in Philosophy of Education |
| Editors | David G. Hebert |
| Publisher | Springer Nature Singapore |
| Pages | 123-140 |
| Number of pages | 18 |
| ISBN (Electronic) | 978-981-99-0139-5 |
| ISBN (Print) | 978-981-99-0138-8 |
| DOIs | |
| Publication status | Published - 2023 |
Keywords
- inclusion in education
- decolonial thought
- Omoluabi
- Asabiyya
