Reimagining Inclusion Through a Global Lens

Associate Professor, Wellness and Inclusive Services in Education
Author and Editor, “Humanizing Disability-Centric Qualitative Research in the Global South”
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For Dr. Brent Elder, advancing inclusive education means looking beyond borders. As co-editor of Humanizing Disability-Centric Qualitative Research in the Global South, Elder brings together scholars and activists from around the world to challenge colonial legacies and reframe how disability and inclusion are understood in education.

“Our education practices need to mirror our populations,” Elder explains. “Countries with far fewer resources are doing remarkable, innovative things to support disabled and multiply marginalized students—and we have a lot to learn from them.”

Learning From the Global South

Elder’s book explores how disability intersects with issues like forced migration, climate change, and colonialism, highlighting locally-driven, community-based approaches to inclusion. These stories—often emerging from contexts with limited resources—offer humanizing, adaptable alternatives to the standardized systems dominant in Western education.

“We wanted to showcase the brilliance and resilience found in non-Western contexts,” he says. “These are not just stories of struggle—they’re models of what inclusive education can look like when rooted in respect, creativity, and community.”

Centering Disability, Diversity, and Humanity

Elder’s work underscores a simple but powerful idea: when education systems are designed to include those historically left out, everyone benefits. By centering disabled students and their families in conversations around education, we can build systems that anticipate diversity rather than react to it.

“When we create access points for historically ignored populations,” Elder notes, “we all learn valuable lessons about welcoming difference from the outset.”

Global Lessons, Local Impact

The lessons Elder has gathered through this work shape both his teaching and research at Rowan University. “It’s a gift to learn from people whose experiences differ from mine,” he says. “Bringing those global perspectives into my classroom helps future educators see inclusion not as a checklist—but as a mindset.”