Abstract
Purpose – The overarching purpose of this paper is to empower K‐12 educators, colleagues in teacher education programs, and educational leadership personnel to address social justice issues within communities where divergent perspectives abound.Design/methodology/approach – The authors use a discursive method to uncover the historical and theoretical differences between global education and inclusive education, identify the ways in which the two fields are complementary, and propose strategies for education leadership personnel that build on the commonalities and best practices of both fields.Findings – The authors argue that the two fields have essential elements that can and should inform each other. They term this intersection “inclusive global education”. They integrate the concepts from global education and inclusive education to define inclusive global education as a pedagogical and curricular stance, a way to honor the diverse cultural, linguistic, physical, mental, and cognitive complexities of al...
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