Inclusive Education as a Pathway to Social Justice

Inclusive education represents a vital pathway to social justice by ensuring equitable access to quality learning for all learners, regardless of ability, background, or identity, and by dismantling systemic barriers that perpetuate exclusion. This study adopts a qualitative methods design, employing purposive sampling of educators and learners with disabilities. Data were triangulated through interviews, focus groups, and observations, with thematic analysis used to identify recurring patterns and validate findings across sources. The theoretical framing draws on Critical Pedagogy (Freire), which situates education as a practice of freedom and social transformation; Social Justice Theory (Rawls, Fraser), which emphasizes fairness, redistribution, and recognition; and highlights the expansion of learners’ opportunities and agency. Together, these frameworks illuminate how inclusive education not only promotes classroom participation but also catalyzes broader societal change by fostering dignity, solidarity, and fairness. Findings underscore the importance of teacher training and the integration of assistive technologies in creating accessible learning environments, particularly within Zimbabwean contexts where challenges such as underreporting of disability prevalence, resource constraints, and negative attitudes persist. The presentation argues that inclusive education is both a pedagogical imperative and a social justice agenda, positioning schools as engines of sustainable development and equity. By linking evidence-based strategies with advocacy, the study calls for collaborative action among policymakers, educators, and communities to humanize technical challenges, prioritize accessibility, and ensure that e/very learner matters equally. Ultimately, inclusive education is framed as a transformative pathway that advances social justice, strengthens democratic participation, and contributes to building societies rooted in fairness and respect for diversity.

Inclusive education, social justice

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