REPRESENTATIONS OF INCLUSIVE EDUCATION IN ENGLISH AND UZBEK DISCOURSE: A COMPARATIVE LINGUOCULTURAL ANALYSIS

This article examines how the concept of inclusive education is linguistically represented across English-language and Uzbek scholarly and policy discourse. Drawing on a corpus of academic articles published between 2024 and 2025 from Indonesian, Malaysian, Philippine, European, and North American contexts, alongside Uzbek-language policy documents, national programs, and UNICEF reports, the study conducts a comparative linguocultural analysis of terminological borrowing, semantic scope, metaphorical framing, and ideological positioning. Findings reveal that English discourse constructs inclusivity as an expansive, rights-based, and multidimensional concept encompassing disability, gender, culture, and socioeconomic status, framed through spatial-journey metaphors and universalist human rights rhetoric. Uzbek discourse, by contrast, centers on a narrower, disability-focused conceptualism inherited from Soviet medical models, rendered through the phonetic loan inklyuziv ta'lim, and embedded within state-driven, policy-regulatory frameworks. The study highlights the risks of conceptual dilution when global frameworks such as UNESCO's Education for All are localized in Uzbekistan, and argues for culturally attuned translation and policy adaptation strategies that bridge English universality with Uzbek contextual sensitivity.