As part of the preparation for the 2020 G20 Summit, the G20 Interfaith Forum Education Task Force, sponsored by the GHFP Research Institute, carried out a survey with over 50 interfaith-inspired organisations, conducted a literature review, and explored case studies with a view to understand better how these organisations and educators conceptualise inclusive education.
The result was an extremely rich vista in terms of how we might understand inclusive education, including:
- recognising and respecting the intrinsic worth of all children
- being available and accessible to learners of all backgrounds, regardless of their gender, ethnicity, caste, religion, ability, sexual orientation, economic status, language, or beliefs
- focusing on the whole child, and nurturing their holistic well-being, including the physical, social-emotional, intellectual, moral, cultural, and spiritual dimensions of development
- honouring students’ diversity, valuing their difference, and being responsive to their evolving needs in all aspects of learning, development and wellbeing
- creating safe and caring learning spaces and promoting cohesive learning communities
- cultivating students’ agency, and attending and responding to students’ voice respectfully, appreciating what everyone brings to the educational setting, and advocating solidarity
- empowering all learners to participate transformative collective actions in the community and beyond
- supporting all children to thrive in the face of increasing uncertainty
Such understandings have provided the basis for G20 Interfaith Forum Education Policy Recommendations aimed at meeting the challenges of social cohesion and collective well-being and flourishing during the COVID-19 pandemic and beyond.