Educational inclusion and critical neuroscience: friends or foes?

Momentum is continuing to grow in the circulation of neuroscientific discourse, aspects of how we live but affecting too how we think about education and. Neurologically-informed intrusions into education frequently align with which has until now largely adopted a ‘medical model’, supporting and practices which ultimately invoke psychopathology and arguably render young people more vulnerable to various forms of social and educational. This paper urges caution in respect of understandings of educational that focus on individual deficits and diagnoses. Rather it holds in mind broader historical context for neuroscience and its implications for our of what it is to be human in the 21st. century and thereafter for and learning. Theoretical resources from critical and affective neuroscience also critical educational psychology are brought together specifically to support principles of inclusionist policies and practices in education.