Inclusion, Epistemic Justice and Language Education

The previous chapters have established that language learning is best understood as socially mediated participation rather than individual acquisition, and that the native speaker is more accurately conceived as a gradient construct than as a fixed ontological anchor. Within this perspective, inclusion can no longer be treated as a peripheral or corrective concern. Inclusion emerges as a structural consequence of the conceptual shift already undertaken. It is a logical extension of a mediation-centered perspective rather than an ethical supplement to Chinese language pedagogy.