Inclusion within innovative learning environments: A new materialist stratigraphy of spatio–political assemblages

Abstract

This conceptual inquiry addresses a gap in research on inclusion within Innovative Learning Environments (ILEs): while ILEs are widely promoted as inclusive, studies often focus on well-resourced schools and overlook how policy and space intra-act as mutually shaping processes that produce both inclusion and exclusion. It traces spatio–political assemblages across macro, meso and micro scales to identify conditions that support inclusion. Drawing on a new materialist lens, the study proposes a diffractive methodology that reads each component through the others, entangling a rhizomatic review, a two-round modified Delphi process and analyses anchored in relational, affective and capacitating..