Towards A Zombie Theory Of Inclusive Education: A Discourse Analysis Of Special Educational Needs Policies In Five European Countries

Purpose This study aims to contribute to the ongoing discourse on reimagining special education to authentically support inclusivity. It explores the application of zombie theory as a critical lens to examine Special Educational Needs (SEN) policies across Denmark, France, Italy, Spain, and the UK. By dissecting the current state of SEN policies, the paper seeks to uncover mechanisms that perpetuate exclusion under the guise of inclusion. Methods Employing a mixed-methods approach, the research combines quantitative data analysis with qualitative discourse analysis. This comprehensive methodology facilitates an in-depth examination of SEN policy implementation and its impact across the selected European countries. The study analyzes policy documents, legislation, and statistical reports to investigate the conceptualization and operationalization of SEN within various educational systems. Findings The findings reveal a growing trend in the identification of students with SEN, coupled with significant regional disparities in addressing these needs. The analysis highlights the fluid and often ambiguous definitions of SEN, contributing to what is described as a ‘nurtured epidemic.’ The study identifies processes of ‘immunization’ and ‘burnout’ as crucial for understanding the exclusionary pressures within inclusive education. These processes marginalize students with SEN and commodify their needs within a broader educational market, reflecting the paradoxes and contradictions that undermine the objectives of inclusive education. Conclusion The study concludes that zombie theory provides a powerful metaphor for critiquing and rethinking SEN policies within the context of inclusive education. It advocates for a shift away from current practices that marginalize and exploit students with SEN, proposing instead a more dynamic and fluid understanding of inclusion. This ‘nomadic’ approach to inclusive education would acknowledge and value the diverse needs of students, viewing these differences as opportunities to enrich the educational landscape. The paper calls for an educational paradigm that truly accommodates all learners, moving beyond the undead state of current SEN policies to revive the spirit of genuine inclusion.