Challenging Neoconservative Trends: Trauma-Informed and Equity-Centered Education in a Polycrisis World

This symposium will bring together researchers and practitioners from across the world to explore the complex challenges and opportunities facing inclusive education in a world increasingly defined by polycrisis (Siirilä & Salonen, 2024) – the convergence of interconnected global challenges such as pandemics, climate change, conflict, and economic instability (Ainscow, 2020). Trauma-informed responsive practices are a useful tool to respond to the increasing criticism levied on inclusive education where it is characterised as neo-colonial and contributing to geopolitical power imbalances (Liasidou, 2022). The presentations outline in this symposium address the critical need for inclusive and equitable education in the face of rising neoconservatism and the ongoing polycrisis, including socio-political and environmental violence. It draws on the work of the TIRPP Network, an emerging global network which promotes trauma-informed and equity-centred educational frameworks. The network focuses on developing inclusive and sustainable education systems that are resilient to global crises while simultaneously delivering equitable education for all (Artiles et al., 2012). The network employs a mixed-methods approach (Engelbrecht & Savolainen, 2017) involving six working groups and produces various outputs, including research papers, policy recommendations, and practical resources. A key objective is to enhance research capacity and promote transcultural understanding in education through a collaborative approach (Messiou, 2016). Panel Composition and Structure: • Introduction: A brief overview of the polycrisis phenomenon and its implications for inclusive education, setting the stage for the panel discussion. (5 minutes) • Paper Presentations: Each paper will provide a 15-20-minute presentation, sharing research findings, practical insights, and critical reflections on one of the three key dimensions – Access, Participation, or Success – in the context of inclusive education during polycrisis. • Open Discussion: A moderated discussion will follow the presentations, encouraging dialogue among panellists and audience members. (c25 minutes) The symposium aims to explore how educational systems can be designed to be more responsive to the diverse needs of all learners, particularly those made more vulnerable by current global challenges, while also countering the exclusionary tendencies of neoconservative ideologies. This symposium will feature three paper presentations that examine the intersection of these issues from different perspectives from Brazil, Norway, and Singapore. This symposium is particularly relevant given the WERA 2025 meeting's focus on "Neoconservatism in the world and education in the face of socio-political-environmental violence". The first paper by Marica Denise Pletsch fosters collaborative research on sustainable inclusion in socially vulnerable contexts in Brazil. Led by the Observatory of Special Education and Educational Inclusion (ObEE) at the Federal Rural University of Rio de Janeiro, it engages educational managers, teachers, students with disabilities, and their families through the Baixada Fluminense Forum on Special Education. Baixada Fluminense, home to 4 million people, faces poverty, violence, and low educational indicators. The study develops innovative methodologies valuing community engagement to enhance inclusion and equity. It also systematizes research on inclusive education, addressing local challenges and global “polycrisis” impacts. The second paper presented by Gregor Ross Dørum Maxwell explores inclusive education from a North Norwegian and indigenous Sami perspective, within the context of global neoconservatism and socio-political-environmental violence. Drawing on Sami cultural values and experiences of historical trauma, the paper argues for a shift towards trauma-informed educational practices that are responsive to the unique needs and strengths of all learners, especially those facing intersectional challenges. In a polycrises world, where vulnerable populations face multiple, simultaneous shocks, schools must become sites of healing, belonging and cultural affirmation. This paper offers a vision for inclusive education that centres cultural safety, decolonisation and collective wellbeing, while recognising that effective responses must be co-developed and contextually sensitive. Oon-Seng Tan and Nicole Liaw present the third paper and explore Singapore’s inclusive education approach through Character and Citizenship Education (CCE). In an era of increasing divisiveness and digital disruption, they argue that true freedom and equality require a renewed focus on character development. Their holistic CCE framework emphasizes nurturing personal virtues while recognizing the impact of one’s actions on others. They highlight how character is revealed through adversity and share their experience fostering listening and learning conversations in Singapore’s multicultural society. This paper responds to global challenges by advocating for education that integrates personal growth with social responsibility. This panel discussion aims to contribute to the WERA focal meeting 2025 theme, "Neoconservatism in the world and education in the face of socio-political-environmental violence" by fostering a critical and collaborative dialogue on the future of inclusive education in a world facing unprecedented challenges. References Ainscow, M. (2020). Inclusion and equity in education: Making sense of global challenges. Prospects, 49(3-4), 123-134. https://doi.org/10.1007/s11125-020-09506-w Artiles, A. J., Kozleski, E. B., & Waitoller, F. R. (2012). Inclusive education: examining equity on five continents. Choice Reviews Online, 49(10), 49-5809. https://doi.org/10.5860/choice.49-5809 Engelbrecht, P., & Savolainen, H. (2017). A mixed-methods approach to developing an understanding of teachers’ attitudes and their enactment of inclusive education. European Journal of Special Needs Education, 1-17. https://doi.org/10.1080/08856257.2017.1410327 Liasidou, A. (2022). Decolonizing Inclusive Education through Trauma-Informed Theories. Scandinavian Journal of Disability Research. https://doi.org/10.16993/sjdr.951 Messiou, K. (2016). Research in the field of inclusive education: time for a rethink? International Journal of Inclusive Education, 21(2), 146-159. https://doi.org/10.1080/13603116.2016.1223184 Siirilä, J., & Salonen, A. O. (2024). Towards a sustainable future in the age of polycrisis [Perspective]. Frontiers in Sustainability, 5. https://doi.org/10.3389/frsus.2024.1436740