The mind’s decolonisation in post-Soviet country toward inclusive education: Azerbaijan context

The study examines the challenges of viewing the history of post-Soviet education as a cycle of intellectual post-colonisation and decolonisation, raising critical questions about how post-Soviet individuals can develop independent thinking while navigating laws and customs imposed by external influences. It underscores the richness and diversity of the post-Soviet region, emphasising that each nation and environment has unique social dynamics, histories, and cultures. The findings suggest that the implementation of inclusive education could benefit from incorporating global best practices while considering the distinctive features and conditions of each educational system. Grounded in the theories of Edward Said, W.E.B. Du Bois, and Nancy Fraser, the research explores the impact of postsocialist neoliberalisation and the state socialist legacy on disability-related institutions, discourses, and practices in the post-Soviet nation of Azerbaijan.