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For Pity’s Sake: Comparative Conceptions of Inclusion in England and India

This research provides a major challenge to the general belief that westernized forms of inclusive education can be successfully transferred across cultures and continents. This paper, the third in a series of linked papers, argues that inclusion in such transnational global forms is in reality just a reawakening of colonisation. The rigour of this research lies in its forensic analysis of data and in the presentation of a new forms of analysis. The originality of the research is demonstrated by the in-depth account of Indian and English teachers’ understanding of inclusion and disability and how such understanding are mediated by unique cultural histories and traditions.

The significance of this work is in the formulation of a new methodological framework of ‘ungrounded theory’. The application of such analysis reveals how Eurocentric/ westernised tradition can mediate and remediate analysis of interview data. The significance of the work is also demonstrated by the fact that Professor Norman Denzin invited the author to discuss this work at a symposium at the International Congress of Qualitative Research and that the work was reported in a major journal in the field.