International summer schools as a platform of inclusive education for doctoral students
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This paper is based on reflections on my understanding of international summer schools, drawing from my personal experiences while participating in one of them, which took place in a European country in 2021. I argue that international summer schools can play an important role as an international academic forum in the practice of inclusive education for doctoral students and early career researchers from various perspectives. I use the model of three levels of inclusion advanced by Qvortrup and Qvortrup to justify my arguments in this autoethnographic study. I discuss the study methodology and provide an overview of the timetable followed by the international summer school that I attended. Then, I argue how it provided an inclusive learning experience to the participant students from numeric/physical, social, and psychological perspectives. I conclude by observing that international summer schools need to utilise their transnational nature to initiate race-sensitive, culturally responsive discussions among their participant students. This approach will help to create critical cultural awareness among its students, trying to give a clear picture of the intercultural makeup of the world as it exists.
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