Who is Included by Whom? An Intersectionality-Based Policy Analysis of South Sudan’s Inclusive Education Policy
This thesis investigates the dynamics of power and knowledge within South Sudan’s inclusive education policy. Engaging with critical inclusive education literature, the thesis uses a conceptual framework inspired by the Intersectionality-Based Policy Analysis (IBPA) Framework to explore power, knowledge, coloniality, policy borrowing, and intersectionality within the policy process. The study exam