Reframing Globalization Through Disability and Education: Rights, Inclusion, and Transformative Justice

Abstract

One of the most pressing intersections in modern global social policy, pedagogy, and human rights discourse is that between education and disability. Education serves as a place where citizenship, dignity, economic engagement, and social belonging are negotiated in addition to being a place where knowledge is acquired. However, people with disabilities continue to be one of the groups most excluded from education globally. This essay looks at disability and education from pedagogical, historical, theoretical, and policy perspectives. The UN Convention on the Rights of Persons with Disabilities (UNCRPD), the emergence of inclusive education frameworks, legal mandates, and the transformation of educational institutions through inclusive pedagogy, assistive technology, and universal design are all examined. The connection between disability and globalization is inherently contradictory. While globalization has increased visibility, enhanced rights frameworks, fostered technological advancements, and encouraged transnational solidarity, it has also exacerbated inequality, insecurity, and systemic exclusion. People with disabilities continue to be disproportionately impacted by poverty, exclusion from the workforce, digital disparities, and deficiencies in policy. The benefits promised by globalization often do not materialize for those who are marginalized. However, disability advocacy, human rights initiatives, and technological advancements indicate a potential for a more inclusive global system. The direction of globalization hinges on its capacity to prioritize accessibility, justice, and human dignity. Disability highlights the ethical constraints of globalization, prompting a reevaluation of concepts related to productivity, citizenship, physicality, and community. Achieving an inclusive global future necessitates not just integration but significant transformation