Abstract
Using a critical pedagogy framework, this study examines dependency on Australian Aid and local ownership/sustainability in the introduction of inclusive education in Kiribati through document analysis, interviews with key local stakeholders and school-based focus group discussions. The results indicate that a positive commitment towards inclusive education is emerging and that Australian Aid provided essential advocacy through direct management of initiatives. Inclusive education initiatives remain dependent on Australian Aid for direction and sustainability. Sustainability of inclusive education initiatives in Kiribati will depend on continued development of local ownership including community support and commitment by the Government of Kiribati, particularly budgetary support.
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