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Inclusive leadership is exhibiting signs of an emerging field of theory and practice. The purpose of this research is to systematically map this emergence and its various facets.

Citation information from 91 records on inclusive leadership were extracted from Scopus and analyzed using a series of citation and co-word techniques.

We identified six clusters of keywords that underpin the current state of research on inclusive leadership. We also unraveled a trend that suggests research on inclusive leadership is moving from a simple approach to leadership on healthcare and education to become a universally desirable style of leadership in parallel with the global increase in the importance of diversity and inclusion.

This study is the first attempt to develop a complete map of the domain of inclusive leadership. It also provides management researchers and practitioners with a tool for evaluating inclusive leadership publications and provides a systematic and objective means of determining the relative importance of the field in the development of the inclusive leadership research.

Bibliometric literature review (Meta analytic review)

Seeing inclusive education as a process of removing barriers and dis-abilities and to foster participation and learning for all students in educational organizations (Ainscow & Sandill, 2010; Florian & Beaton, 2018), research approaches and perspectives are valuable for sustaining a theoretically, analytically and methodologically consistent perspective on social order and structural barriers as well as on their transformation. This analytical research perspective challenges researchers to reflect on the positionality and normativity of their research as well as the problem of reification of deficit-oriented categories in educational research (Messiou, 2017). The chapter analyses how the problem of normativity and reification is addressed in the practice of international qualitative research and publishing, in regard to inclusive education. It endeavours to provoke critical thinking about how inclusive education research can target these challenges by discussing interpretative and reconstructive research approaches. Hence, the paper explores how to develop ways of analysing processes and practices regarding inclusion and exclusion.

This chapter reflects on how ethics was managed in Basque educational ethnographic research. Specifically, it addresses researcher positionality when relating to research collaborators in an attempt to manage inclusive ethics in situ. Nowadays, most research is evaluated by an ethical review board that ensures adequate research practice. However, unexpected fieldwork events need to be managed in the field, and this chapter addresses the impact of these events on the relationship between researchers and collaborators. Influenced by a post-qualitative stance we posit that research collaborators should be included in the research process. It reflects on the data collected during an ongoing ethnographic study with higher education students. The method used includes several interview meetings between researchers and collaborators, multimodal representations of collaborators' learning, and participants' self-observations. In the interviews, participants' discourses, representations, and self-observations were collaboratively analysed. The ethnographic data from these meetings show how researchers use a collaborative approach to practise ethics. Through such meetings, the knowledge derived from the ethnographic data is co-constructed in a research relationship where participants engage in dialogue and negotiation about the discourse created around them. Based on this relationship, we propose the concept of inclusive ethics as a process requiring an honest, inclusive, and collaborative relationship with the research subject.

The past three decades have witnessed an upsurge in inclusive education research and practice informed by a variety of epistemologies. This chapter is set against the backdrop of contemporary theorising of inclusive education research and practice. The key focus is to discuss the habitus, capital, doxa and field concepts of Pierre Bourdieu and their place in previous, present and future inclusive education scholarship. In the light of this undertaking, the chapter makes contribution to knowledge in terms of making theory visible through practice.

The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

The notion of “inclusive education” represents a dilemma in terms of universalization and particularization of the educational experience for all children. This notion, and dilemma, also translates into the international space, with “inclusive education” situated within the international human rights agenda in places such as the Convention on the Rights of Persons with Disabilities and the Sustainable Development Goals. Despite its prominence as a universal human rights topic, inclusive education is also a deeply and richly contextualized, localized, and relational phenomenon. In this chapter, the authors aim to explore current trends in research and practice of inclusive education from a comparative and international perspective, and offer some potential future directions for research and practice on inclusive education.

Values have long guided special education services and supports for students with extensive support needs; over the past four decades, those values have been backed by research evidence demonstrating the critical nature of values related to inclusive education, self-determination, and seeking strengths and assets. In this chapter, we investigate these values and their supporting research, documenting strengths and needs in extant research. We emphasize the need to continue to embrace and maintain these values while pursuing research that addresses research gaps while centering the priorities, perspectives, and preferences of people with extensive support needs.

This chapter provides a framework for ethical decision making related to inclusive educational opportunities for secondary students with intellectual and developmental disabilities (I/DD) based on policies and practices in the United States. Relevant research findings are utilized to explore ethical principles involved in educational decision making for secondary students with I/DD, with discussions on how these are intertwined with U.S. policy. I/DD and inclusion, as described in the research literature and U.S. policy, are defined and the current status of inclusive practices are described. Next, an exploration of the rationale, as supported by empirical evidence, for educating students at the secondary level with I/DD, primarily with their peers who do not have identified disabilities, is shared along with the counter-narrative. Connections of inclusion to post-school outcomes and the lived educational experiences of students with and without disabilities and educators are considered, including ethical dilemmas and conflicts. Finally, factors influencing the application of inclusionary practices are provided.

This chapter traces the shift of many progressive educators from a general faith in special education to the more recent push for democratic and ethical inclusive education. This chapter examines the critical scholarship that propelled many educators away from systems of special education and into the inclusive education movement. Two phases in the development of inclusive education are described, an initial failed attempt often described by researchers as “integration,” and the current social movement building toward a more genuine social transformation of classrooms and schools.

This chapter lays out the conceptual foundations for this book. Grounded in the tradition of disability studies, the authors describe their orientation to ‘inclusion’ and the entangled institutions of general and special education. They explain their attachment to the many ‘articulations’ of inclusive practices rather than engage in discourses of ‘implementation’ which inadvertently divide world regions. In doing so, they briefly trace the evolution of inclusion as a global concept and its relation to conditions in different parts of the world. They subsequently offer an introduction to the different chapters in the book.