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Thirteen years after Indonesia ratified the CRPD in 2011, the implementation of inclusive education in the country is still far from expected. Individuals with disabilities in Indonesia are less likely to attend and complete school at all educational levels than those without disabilities. At the primary school level, those with functional difficulties in communication, self-care, and cognition had the lowest completion rates, with only 36%, 24%, and 24%, respectively (UNICEF, 2021). Many of these students experience bullying from their peers and a lack of access to inclusive instruction. Taking a posthuman perspective, this presentation will 1) unravel the persisting exclusion of students with disabilities in Indonesian classrooms; 2) discuss posthumanism as an alternative viewpoint for modern Indonesian education; and 3) invite participants to speculate on how posthumanism can provide an orientation for the development of more inclusive language and literacy classrooms. Posthumanism is a philosophy that rejects anthropocentrism, which positions humans as the most elite elements in the world. The philosophy opposes ableism and embraces diverse ways of being, doing, and knowing. The author argues that posthumanism mediates diffractions (Barad, 2007) to generate new ripples of thought for creating classrooms that are inclusive to diverse students’ bodily representations and abilities.

Critical Disability Studies, Language and Literacy Education, Posthumanism