Inclusion versus rightful presence: a four-dimension contrast (rights, time, burden, culture)¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 theoretical), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Drawing on Calabrese Barton and Tan (2020, p. 436), the brief contrasts contemporary inclusion movements with rightful presence along four dimensions: inclusion is an "Extension of a set of rights" while rightful presence treats political struggle as integral to disciplinary learning, with the right to reauthor rights; inclusion is located in the abstract future while rightfulness is established through presence in the present; the burden is borne by the othered versus shared; and a culture of hospitality versus a culture of disruption towards justice.

Design Implications¶

Context¶

Requirements¶

• Understanding the guest/host relationships that inclusion leverages

Constraints¶

• The chart is attributed to Calabrese Barton and Tan (2020) as a general contrast, not a tested comparison

Target Learners¶

• students experiencing systemic inequities

Target Learning Objectives¶

• justice-oriented teaching and learning

Claims¶

• Inclusion of students with disabilities often falls short because efforts start from a place of exclusion, making students guests who must earn access [+W]

Related Theories¶

• Rightful presence in education systems: a framework for building equity and justice at the systems level
• Rightful Presence

Examples¶

• Presume the rightful presence and inherent value of disenfranchised students, families, and communities from the start
• Co-create learning environments with and for students from identity groups that most frequently experience inequities

Key Sources¶

• SWIFT Education Center. (2025, May). Rightful presence in education systems. https://swiftschools.org