The Experience of Internal Exclusion Within the Context of Education in Africa: A Scoping Review of the Views of Philosophers of Education and Educationists

Although philosophers of education and educationists in Africa recognize that individuals can experience exclusion while included, the various ways this occurs have not been synthesized. Additionally, little consideration has been given to how the experience of internal exclusion can influence a more targeted inclusion work and strategies that respond to the quest to decolonize. This review adopts the scoping review extension of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA-ScR) that fills this gap. Sixty-six articles published between 2000 and 2024 met our inclusion criteria. Our review identifies physical activities, othering, epistemic de-rooting, language of competence or standard, policies, and space as six key sites of internal exclusion within the education setting in Africa. Our review also demonstrates that the inclusion that responds particularly to the quest to decolonize education would be informed by who (or what) is targeted for the inclusion, the site of internal exclusion, and the context and level at which the inclusion work is being undertaken. This review also highlights gaps in the literature and outlines recommendations. Particularly, future studies are required to deeply explore how context can influence individuals’ experience of internal exclusion.