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Abstract
This chapter provides a critical analysis of the impasse between universal human rights to education which are frequently cited in arguments for its inclusiveness, and the ways that risk to these aspirations are temporally mediated. The purpose is to advance a conceptual interrogation of the influence of modernization on inclusive education, wherein the actions of students and teachers are frequently incited by modernist temporal logic. The chapter contests these conditions in arguing for repositioning inclusive education as a matter of temporal flexibility and contextualized responses to human rights. Presented in three sections, the chapter opens with an exploration of human rights in instituting inclusive education through modernity. In the second, an examination of the impact of modern time on education is provided, through a framework of the enlightenment project of temporality. This section underpins the argument by demonstrating that modernist conceptions of risks to the continual march of time persistently prevent educational practices that support broad educational participation for diverse learners. The chapter concludes with key recommendations of recasting conceptions of human rights in relation to education through diffractive temporality.