Sociohistorical context of inclusion and diversity allows one to understand the context of the same in education in relation to historical events, cultural legacies, and societal structures.

In Australian context, sociohistorical context of inclusion related to indigenous people is intertwined with colonial history and how it consistently disadvantaged them.

This includes eradicating identities, languages, and connections to land and community utilizing strategies such as forceful removal of first nations children from parents(Shay & Lampert, 2022).

Sociocultural contexts of inclusion and diversity of education refers to how the beliefs, attitudes, social dynamics and cultural norms of the wider society shapes inclusion and diversity initiatives.

Australia is a country which is rich of diversity and culture, including Aboriginal and Torres Strait Islander communities. They possess unique languages, customs, and knowledge systems.

However, dominating western culture, values and perspectives have been marginalized (Lowe & Yunkaporta, 2013).

Inclusivity towards Aboriginal and Strait islander people in Australia begins with a deep understanding of their cultures, religions, histories and socio-political contexts.

(Lowe & Yunkaporta, 2013) analyses that Australian National Curriculum includes first nations perspectives but with much of the content being optional rather than mandatory.

There are different approach to inclusivity which are more relational.

(Country et al., 2014) decenters human authority and connects the dots between humans, more-than human entities and county.

This approach values indigenous epistemologies and posses challenge to western paradigms.

Vygotsky's ZPD suggests that a learning environment can thrive with inclusion.

It also, leads to culturally responsive teaching practices and culturally sensitive scaffolding which incorporates indigenous knowledge systems, languages, and cultural practices as scaffolding for Aboriginal and Torres Strait Islander students.

Mutual respect and understanding among peers from different backgrounds fosters collaborative learning promoting inclusivity.

The ZPD encourages dynamic assessment. Dynamic assessment is opposite to static measures of ability.

This is especially relevant to indigenous students who might face systemic biases if subjected to static assessment methods.

Dynamic assessment methods help identify and progressively build children's strengths (Eun, 2019).

Education which is meant to be a tool of equality often legitimizes social inequalities and depicts characteristics of favoritism towards people from privileged backgrounds.

Education reinforces social hierarchies by factors such as standardized testing, tracking and streaming in schools, access to elite institutions, etc...

Examples for social reproduction in education are private schools offering better quality education than public schools(Kurt, 2015).

(Biesta, 2015) analyses the sociocultural context of education reinforcing social hierarchies.

According to Biesta's work education serves three main purposes.

Namely qualification, socialization, and subjectification. The most pertinent concept in this context is socialization, which describes how education spreads cultural norms, beliefs, and roles that perpetuate current social structures, divides, and inequities.

Education is referred to as a "Gate Keeper" which allows the privilaged to maintain their status and possesses a number of systemic barriers such as economic inequality and cultural biases.

Socio historic Context of reinforcing social hierarchies is mostly shaped by factors such as liquid modernity, marketization, bureaucratization, and cultural identity.

(Best, 2013) presents the theory of liquid modernity which explains moving from an industrial society to a globalized one leaving education to be an unstable institution.

By making education more available to those who can afford it and privatizing and personalizing it, this change has the potential to strengthen social hierarchies(Best, 2013).

The theory of practice architectures highlight show educational practices are shaped by broader social, cultural, and political arrangements.

For example if a certain school is arranged in a way that inclusivity is prevented from thriving it might priviledge certain sources of knowledge over the others.

This leads to reinforcement of prevailing hierarchies(Kathleen et al., 2006).

Another is the critical pedagogy which unveils that traditional methods of education can promote existing social hierarchies using "Banking Model" of education.

This is the opposite of a critical pedagogical approach.

Banking method deposits knowledge into passive students rather than teaching the children to make a change in the society (Kathleen et al., 2006).