Review of Learning Inclusion in a Digital Age: Belonging and Finding a Voice with the Disadvantaged, by Stephen Dobson et al.

Learning Inclusion in a Digital Age, edited byStephen Dobson, Brit Svoen, Gabriella Agrusti, and Pip Hardy, represents a timely intervention in ongoing debates about inclusive education, digital technology, and the struggle for social justice in the 21st century.Published within Springer's Sustainable Development Goals Series, the book explicitly aligns itself with SDG 4-ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all-while also gesturing toward the interconnectedness of education with well-being (SDG 3) and sustainable communities (SDG 11).More than a rhetorical nod to international agendas, the book's central claim is that "inclusion itself must be learned," not merely enacted as policy compliance, and that this learning emerges through practices of storytelling, belonging, and the active claiming of voice in digital spaces.Structurally, Learning Inclusion in a Digital Age is divided into three interconnected parts that weave together conceptual reflections, empirical case studies, and reflective dialogues, offering a coherent progression of arguments that build toward the book's central claim: that inclusion is not merely a policy mandate but a process of learning through belonging, storytelling, and participatory engagement in digital environments.Across 13 chapters, the editors and contributors frame, illustrate, and interrogate what it means to "learn inclusion" in practice, particularly for marginalized groups such as migrants, refugees, and vulnerable adults.