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All Journal Journal Albion : Journal of English Literature, Language, and Culture Ulil Albab
Erma Damayanti
Universitas Tama Jagakarsa
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Redefining inclusivity: A cultural studies perspective through systematic literature review Deny Gunawan Susandi; Dadi Waras Suhardjono; Erma Damayanti; Artipah Artipah; Ditta Mustika Rakhmawati
Journal Albion : Journal of English Literature, Language, and Culture Vol 7, No 1 (2025): Issue 1
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/albion.v7i1.11977

Abstract

This research focuses on the wide-ranging notion of inclusivity looking at cultural studies and highlights the non-Western contexts like Indonesia. Following PRISMA protocols, a systematic literature review was carried out on 45 selected articles published between the years of 2015 and 2025. The findings show that there are three primary themes: culture representation, power relations, and local traditions. It can also be remarked that the western notion of inclusivity seems inadequate when placed in collectivist contexts. ‘Gotong royong’ as an example of Indonesian inclusivity models reflects traditional local customs. Furthermore, decolonial and intersectional frameworks illuminate the enduring socio-historical inequalities that are shaped through identity-based hierarchies within practices of inclusion. This research articulates the need to develop a culturally specific framework of inclusivity which regards inclusivity as multiscopic; rooted in local contexts while applicable worldwide. It seeks to contribute to scholarship and guide policy for more inclusive governance towards social justice.
Redefining Inclusive Learning in the Age of AI: A Qualitative Study of University Lecturers’ Perspectives Artipah Artipah; Erma Damayanti; Ditta Mustika Rakhmawati; Deny Gunawan Susandi
ULIL ALBAB : Jurnal Ilmiah Multidisiplin Vol. 5 No. 4: Maret 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jim.v5i4.14617

Abstract

The growing integration of artificial intelligence (AI) in higher education has reshaped teaching and learning practices, yet its implications for inclusive learning remain underexplored. This study investigates how university lecturers conceptualize and enact inclusive learning within AI-mediated educational contexts. Employing a qualitative interpretive approach, data were collected through semi-structured interviews and reflective accounts from lecturers in English education and mathematics with experience using AI in teaching. Data were analyzed using reflexive thematic analysis to identify recurring patterns across participants’ perspectives. The findings indicate that inclusion is understood not merely as accommodation but as a pedagogical commitment to access, participation, and meaningful learning. Three interrelated themes emerged: the reframing of inclusion in AI-supported learning, the dual role of AI as both an enabler and a constraint, and the central role of lecturers as pedagogical and ethical mediators. The study reveals that AI does not inherently promote inclusivity; rather, its educational impact depends on how it is interpreted and enacted by lecturers. This study proposes an AI-Mediated Inclusive Learning Framework, emphasizing that inclusive learning in the age of AI is a pedagogical and ethical achievement rather than a technological outcome.
Co-Authors Artipah Artipah Dadi Waras Suhardjono Deny Gunawan Susandi Deny Gunawan Susandi Ditta Mustika Rakhmawati