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Epistemic Justice and Capabilities Expansion Through UDL and Culturally Sustaining Pedagogy: Learning Analytics for Inclusive School Ecologies
Abstract
This chapter develops a transdisciplinary architecture for inclusive school ecologies, anchored in epistemic justice and the capabilities approach. It theorises how Universal Design for Learning, culturally sustaining and multilingual pedagogy, accessible educational technologies, and equity-oriented learning analytics can be braided into curriculum, assessment, and governance regimes that engineer belonging by design. Through conceptual cartographies and decision matrices, the chapter reframes learner variability as the normative design baseline, specifies capability expanding outcomes, and operationalises ethical data infrastructures that support participatory improvement. Intended for academics, policymakers, workforce professionals, and digital learning technologists, it offers actionable heuristics for reconfiguring school systems so that material, symbolic, and algorithmic structures widen learners' freedoms to know, to participate, and to imagine just futures.
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