Coloniality, care, and exclusion
Rethinking inclusive education through Peruvian special schools
Bibliographic Data
| ID | 22419331 |
|---|---|
| Authors | Paola Patiño Rabines (0000-0002-9767-3265, Pontificia Universidad Católica del Perú, corresponding author), Nubia Bonopaladino Obando (Pontificia Universidad Católica del Perú) |
| Year | 2026 |
| Pages | 1-23 |
| Publication date | 2026-07-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Disability & Society (JOURNAL) |
| Journal identifiers | ISSN: 0968-7599 • E-ISSN: 1360-0508 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09687599.2026.2698956 |
| OpenAlex | W7167597093 |
| Language | EN |
| References cited | 32 |
This article examines the tensions of inclusive education in Peru through two Special Basic Education Centers (CEBE) in Lima serving children with complex disabilities. Based on qualitative fieldwork (July–September 2025) with teachers, parents, and staff, the study shows how these institutions operate at the intersection of care, pedagogy, and structural exclusion. Despite a legal framework promoting inclusion, schools face chronic shortages of staff, therapies, and nutritional support, revealing a gap between rights and realities. Drawing on decolonial and critical disability studies, we argue that CEBE embody a paradox: they reproduce segregation while offering vital spaces of care and community. Situating these findings within debates on coloniality and disability, the article invites a rethinking of inclusion beyond mere access to mainstream schooling, toward a politics of educational justice that recognizes diverse ways of learning, caring, and living.
Higher education · Special education · Indigenous Cultures and Socio-Education · Migration, Education, Indigenous Social Dynamics · Peace and Human Rights Education
Care Work
Dis/ability Studies
The Irregular School
What counts as evidence of inclusive education?
How does the capability approach address current issues in special educational needs, disability and inclusive education field?
Disrupting the Narrative of Universality of Inclusive Education
Towards the decolonisation of disability
Decolonizing Development Education and the Pursuit of Social Justice
Belonging in an age of exclusion
Tracing and troubling continuities between ableism and colonialism in Canada
Decolonizing Indigenous disability in Australia
Changing the Social Relations of Research Production
Provocations for Critical Disability Studies
What's so 'critical' about critical disability studies
Care as social organization
The Application of Participatory Action-Research in Latin America
Untangling the Racialization of Disabilities
| Citation velocity | historical |
|---|---|
| Highly cited | No |