Diversity and Inclusion in Rural Schools: An Integrative Literature Review

This article examines mainstream scientific discourse on diversity and inclusion in rural schools, revealing an emerging rights-based approach to educational inclusion. Through an integrative literature review, this study argues that epistemic injustice affects rural education by reinforcing narrow interpretations of rurality. Recent scientific literature underscores the need for community involvement and context-sensitive policies to advance inclusion in diverse rural settings. These findings contribute to a broader dialogue on inclusion, bridging rural and urban educational realities.