Inclusive education is, “not limited to the inclusion of those children or young people with disabilities. Inclusion is inclusion of all regardless of race, ethnicity, disability, gender, sexual orientation, language, socio-economic status, and any other aspect of an individual’s identity that might be perceived as different” . As educators, how do we tackle this goal in countries or regions with a history of excluding certain groups? For example, is it our obligation to improve inclusive education for gender and sexual minority students in countries where homosexuality is considered a crime?
When it comes to rights and justice in education, I am tempted to take a purist approach: insist on full equity, anything short of this is unacceptable. In reality, the concept of equity is subjective, complex, and extremely difficult to measure, so this mentality is practically inoperable. Additionally, as a visitor in countries abroad, I am compelled to position myself as the learner (rather than the teacher), to value diversity (rather than assume my perspective is superior), and to respect local traditions (even if I do not practice them).
Still, those who do not have access to the privileges of a dominant group need and deserve allies and advocates. To ignore disparity is to be complicit in discrimination. In countries and regions where inclusive policy and practice is discouraged, whether by social norm or legal position, this is particularly salient. What is our role, as international educators, when local cultural traditions marginalize certain students? Are we overstepping our reach to demand equitable education when we are guests on foreign ground? On these questions, we can take guidance from international human rights agreements, such as the United Nations Universal Declaration of Human Rights, which states that, “Everyone has the right to education”.
While the large multi-national cohorts that initiate human rights agreements have been critiqued for slanting toward Western ideology, these benchmarks are still preferable to leaning on one individual country’s interpretation of who deserves to attend a school that is relevant, safe, and inclusive. Human rights are more important than culture and tradition. So, discriminatory practices such as keeping young girls home to do the housework while their brothers go to school, are not acceptable. Marginalizing gender and sexual minority students from the full educational experience for any reason, including cultural or religious objection, is also intolerable.
To implement policies stating as much is easier said than done. These types of shifts must be carried out sensitively, carefully, and sometimes slower than we like. Heavy-handed, hasty, top-down mandates (even with benevolent intentions) may prove counter-productive, causing backlash and a staking of camps. International education policy-makers, then, must be people with a deep understanding of the culture where they are working, a strong background in relevant policy, and a commitment to the well-being of all children, particularly those who have been historically disadvantaged.
How do you exercise cultural humility as a guest abroad, while also working toward inclusive education for all of your students?
 Polat, F. (2011). Inclusion in education: A step towards social justice. International Journal of Educational Development, 31, p. 50-58.
 For the record, my answer to this question is a firm: yes.
 Wiseman, A. W. (2008). A Culture of (in)equality?: A cross-national study of gender parity and gender segregation in national school systems. Research in Comparative and International Education, 3(2), 179-201.
 Déquanne, B. (2017, February 9). Stronger Together [blog post]. The International Educator Online.
 Fully aware, here, that my own country of citizenship (the United States) has a well-documented history of denying equitable access to education; this is not a ‘foreign problem’.
 Lewis, M. & Lockheed, M. (2007). Inexcusable absence: Why 60 million girls still aren’t in school and what to do about it. Washington, DC: Center for Global Development.
 Kosciw, J. G., Greytak, E. A., Giga, N. M., Villenas, C., & Danieschewski, D. J. (2016). The 2015 National School Climate Survey: The experiences of lesbian, gay, bisexual, transgender, and queer youth in our nation’s schools. New York: GLSEN.