I DRAW FROM THE WORK OF 

Policy & Rights Foundations

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• Shivaun Quinlivan — Frames inclusive education as a right and a state obligation.
  How I use it: I use Quinlivan’s rights-based framing to benchmark Mozambique’s policy commitments against international standards of inclusion.

• Adai Tefera & George Voulgarides (2016) : Analyze how policy architectures can reproduce or disrupt inequity in special education.
  How I use it: Their work guides my examination of the persistent gap between policy and practice in Mozambique.

Inclusive Practice & Leadership

• Taucia González : Leads research on culturally and linguistically sustaining inclusion and educator leadership.
  How I use it: I draw on González’s work to frame my analysis of teacher preparation, principal leadership, and the amplification of student voice in early childhood classrooms.

• Elizabeth B. Kozleski : Challenges surface-level notions of inclusion by centering equity, culture, and power.
  How I use it: Kozleski’s insights help me move beyond technical “fixes” to envision transformative, equity-centered practice.

• Alfredo J. Artiles (with Kozleski & González): Exposes structural biases embedded in systems labeled as “inclusive.”
  How I use it: Artiles’ work provides a critical lens to interrogate how Mozambique’s schools implement (or fail to implement) inclusive education.

Disability Studies in Education (DSE) & Intersectionality

• David I. Hernández-Saca: Brings DSE, emotion/affect, and intersectional analysis to disability in schools.
  How I use it: His work anchors my understanding of disability as socially constructed and shaped by relations of power.

• Subini Annamma (DisCrit) — Links disability with race, language, class, and gender.
  How I use it: Annamma’s DisCrit framework sharpens my analysis of overlapping exclusions in Mozambican schools.

Decolonial & Global South Perspectives

• Shaun Grech — Critiques Global North models imposed on Global South contexts and calls for local epistemologies.
  How I use it: Grech grounds my decolonial reading of Mozambique’s policy transfers and donor influence.

• Sakellariou & Grech : Connect disability, development, and equity in the Global South.
  How I use it: I use their work to analyze how development and aid dynamics shape inclusion in Mozambique.

• Meekosha & Soldatic : Frame human rights and disability through a Global South lens.
  How I use it: Their work positions inclusive education as part of broader struggles for justice and rights.

• Shehreen Iqtadar : Examines how colonial legacies and donor priorities shape disability policy and practice.
  How I use it: Iqtadar strengthens my critique of externally imposed frameworks and supports my call for context-rooted solutions.

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Ecological & Community Knowledge Lenses

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• Urie Bronfenbrenner (Ecological Systems Theory) — Explains child development across micro, meso, exo, and macro systems.
  How I use it: Bronfenbrenner’s model helps me map how family, school, community, and policy layers interact to enable or block inclusion.

• Luis Moll et al. (Funds of Knowledge) — Show how families’ cultural–historical knowledge can be used as classroom assets.
  How I use it: I draw on this framework to guide my engagement with parents and communities in co-designing inclusive early childhood practices.