Who is Included by Whom? An Intersectionality-Based Policy Analysis of South Sudan’s Inclusive Education Policy
(2024) MIDM19 20241Department of Human Geography
LUMID International Master programme in applied International Development and Management
- Abstract
- This thesis investigates the dynamics of power and knowledge within South Sudan’s inclusive education policy. Engaging with critical inclusive education literature, the thesis uses a conceptual framework inspired by the Intersectionality-Based Policy Analysis (IBPA) Framework to explore power, knowledge, coloniality, policy borrowing, and intersectionality within the policy process. The study examines material consisting of policy documents and semi-structured interviews with informants involved in the policy process, analysed through the method of discourse analysis. The findings show that external actors significantly shaped South Sudan’s IE policy process. However, the IE policy process also showcases signs of empowering people with... (More)
- This thesis investigates the dynamics of power and knowledge within South Sudan’s inclusive education policy. Engaging with critical inclusive education literature, the thesis uses a conceptual framework inspired by the Intersectionality-Based Policy Analysis (IBPA) Framework to explore power, knowledge, coloniality, policy borrowing, and intersectionality within the policy process. The study examines material consisting of policy documents and semi-structured interviews with informants involved in the policy process, analysed through the method of discourse analysis. The findings show that external actors significantly shaped South Sudan’s IE policy process. However, the IE policy process also showcases signs of empowering people with disabilities, by amplifying the voices of this marginalised group. The study is limited in scope however, and further research including the voices of teachers and learners with disabilities is needed. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9160144
- author
- Olsson, Ebba LU
- supervisor
- organization
- course
- MIDM19 20241
- year
- 2024
- type
- H2 - Master's Degree (Two Years)
- subject
- language
- English
- id
- 9160144
- date added to LUP
- 2024-07-24 11:35:21
- date last changed
- 2024-07-24 11:35:21
@misc{9160144, abstract = {{This thesis investigates the dynamics of power and knowledge within South Sudan’s inclusive education policy. Engaging with critical inclusive education literature, the thesis uses a conceptual framework inspired by the Intersectionality-Based Policy Analysis (IBPA) Framework to explore power, knowledge, coloniality, policy borrowing, and intersectionality within the policy process. The study examines material consisting of policy documents and semi-structured interviews with informants involved in the policy process, analysed through the method of discourse analysis. The findings show that external actors significantly shaped South Sudan’s IE policy process. However, the IE policy process also showcases signs of empowering people with disabilities, by amplifying the voices of this marginalised group. The study is limited in scope however, and further research including the voices of teachers and learners with disabilities is needed.}}, author = {{Olsson, Ebba}}, language = {{eng}}, note = {{Student Paper}}, title = {{Who is Included by Whom? An Intersectionality-Based Policy Analysis of South Sudan’s Inclusive Education Policy}}, year = {{2024}}, }