Abstract

This article outlines how the international push for inclusive education cannot be aligned with current education systems centred on neoliberal ideals of individualism, measurement, and competition. The way that these systems are organised means that a proportion of (usually marginalised) students are necessarily excluded. In order to meaningfully address the global education crisis, that sees millions of children and young people either out of school or unengaged with learning, this ontological misalignment must be acknowledged, and discourse and engagement around it must be promoted. Drawing from the work of Donella Meadows, I argue that ‘high leverage points’ (information flows, rules, system goals, mindsets) are crucial places to intervene in education systems. Intervention at such points, while challenging, has the potential to lead to transformational and sustainable change; change that current ‘low leverage point’ initiatives fail to produce. I conclude with a call for further discourse and research into an examination of ‘high leverage points’ within education systems, how they interact, and how the development of an associated framework would be beneficial for researchers and development partners.