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Policy and Practice on Inclusive Higher Education in the UK and Kenya: A Theoretical Framework and Recommendations

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  • Vasiliki Kioupi

    (Curriculum, Pedagogy and Assessment, Institute of Education, University College London (UCL), London WC1H 0AL, UK
    Centre for Environmental Policy, Faculty of Natural Sciences, Imperial College, London SW7 1NE, UK)

  • Acquilina Wafula Nawire

    (Department of Educational Management, Policy and Curriculum Studies, Faculty of Education, University of Nairobi, P.O. Box 30197, Kikuyu 00100, Kenya)

  • Sally Musungu

    (Centre for Environmental Policy, Faculty of Natural Sciences, Imperial College, London SW7 1NE, UK)

  • Felister Nzuve

    (Department of Plant Science and Crop Protection, University of Nairobi, P.O. Box 29053, Kangemi 00625, Kenya)

  • George Giannopoulos

    (Department of Physics and Astronomy, Faculty of Mathematics and Physical Sciences (MAPS), University College London (UCL), London WC1E 6BT, UK)

Abstract

This article presents a study that was undertaken as part of a collaborative project between a UK university and a university in Kenya. The study aimed to investigate policies and practices of Inclusion and Inclusive Education in the two universities. Here, we present how Inclusion and Inclusive Education are conceptualized in the two geographical contexts, and review literature on Inclusion, Inclusive Education, disability, race and international/refugee students to develop a theoretical framework that we use to analyze the policies and practices of the two universities in two case studies. Our preliminary findings of this analysis show that Inclusion and Inclusive Education definitions in the two contexts need to be augmented with considerations of identity. We also make recommendations for the two institutions on how they can improve their policies and practices of inclusion, generate new strategies where they are missing or review existing tools and services to evaluate. These recommendations can benefit higher education institutions in the Global North and South.

Suggested Citation

  • Vasiliki Kioupi & Acquilina Wafula Nawire & Sally Musungu & Felister Nzuve & George Giannopoulos, 2023. "Policy and Practice on Inclusive Higher Education in the UK and Kenya: A Theoretical Framework and Recommendations," Sustainability, MDPI, vol. 15(18), pages 1-22, September.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:18:p:13540-:d:1237143
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    References listed on IDEAS

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    1. Andrew Bieler & Marcia McKenzie, 2017. "Strategic Planning for Sustainability in Canadian Higher Education," Sustainability, MDPI, vol. 9(2), pages 1-22, January.
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