Inclusive education in African contexts : a critical reader / edited by Nareadi Phasha, Dikeledi Mahlo and George J. Sefa Dei.

Includes bibliographical references.

How do we articulate the possibilities, limitations and challenges of inclusive schooling and education in African contexts? This book insists that inclusive education cannot be taken for granted. Inclusion is neither a natural nor a given educational practice. It must be struggled for. Bringing a critical perspective to inclusive schooling and education is imperative. This book adds to current educational debates with an African lens. It engages inclusive education from multiple lenses of curriculum content, classroom pedagogy and instruction, representation, culture, environment and the socio-organization life of schools, the pursuit of equity and social justice and the search for educational relevance. It is opined that Africa cannot be left behind in rethinking educational inclusion in ways that evoke critical questions of power, equity and social difference.

TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INCLUSIVE SCHOOLING AND EDUCATION IN AFRICAN CONTEXTS; INTRODUCTION; THE CHAPTERS; SUMMARY; REFERENCES; 1. EPISTEMOLOGIES OF INCLUSIVE EDUCATION AND CRITICAL REFLEXIVITY FOR PEDAGOGIC PRACTICES IN PRIMARY YEARS (4-11); ABSTRACT; INTRODUCTION; DERIVATIVES OF THE EPISTEMOLOGIES OF INCLUSIVITY; EVIDENCE FROM TRANSNATIONAL STUDIES; TRADITIONAL AFRICAN EPISTEMOLOGY AND INCLUSION; UNDERSTANDING DEVELOPMENT IN CHILDHOOD YEARS FOR INCLUSIVE PRACTICES; TEACHER EDUCATION; CONCLUSION; REFERENCES; 2. CREATING RIGHTS-BASED AND INCLUSIVE SCHOOLS IN SOUTH AFRICA.

ABSTRACTTHE HISTORICAL CONTEXT OF INCLUSIVE EDUCATION IN SOUTH AFRICA; THE CONTEXT OF THE CHILD FRIENDLY SCHOOLS FRAMEWORK; THE SOUTH AFRICAN VERSION OF THE CHILD FRIENDLY SCHOOLS FRAMEWORK; A RIGHTS-BASED AND INCLUSIVE SCHOOL; SAFE, PROTECTIVE AND CARING SCHOOL ENVIRONMENTS; GENDER SENSITIVITY AND EQUITY PROMOTION; CONCLUSION; REFERENCES; 3. DISABILITY AND INCLUSIVE EDUCATION IN ZIMBABWE; ABSTRACT; THE AUTHORS' BACKGROUNDS AND VIEWS OF INCLUSIVE EDUCATION; INTRODUCTION; DISABILITY, INCLUSIVE EDUCATION AND DEMOCRATIC CITIZENSHIP EDUCATION PERSPECTIVE.

CONTEXT OF INCLUSIVE EDUCATION IN ZIMBABWECONTEMPORARY INFLUENCES ON INCLUSIVE EDUCATION IN ZIMBABWE; POLICY INSTRUMENTS FOR INCLUSIVE EDUCATION SPACES; CHALLENGES TO INCLUSIVE EDUCATION IN ZIMBABWE; FUTURE DIRECTIONS IN INCLUSIVE EDUCATION AND DISABILITY STUDIES; CONCLUSION; REFERENCES; 4. PRACTICES AND OPPORTUNITIES OF INCLUSIVE EDUCATION IN BOTSWANA; ABSTRACT; INTRODUCTION; THE AUTHORS' VIEWS OF INCLUSIVE EDUCATION; DEFINITION OF INCLUSIVE EDUCATION; BOTSWANA -- AN OVERVIEW; THEORETICAL DISCUSSION OF INCLUSIVE EDUCATION AND THEORETICAL IMPLICATIONS FOR THE AFRICAN SCHOOL CONTEXT.

INCLUSIVE EDUCATION PRACTICES IN BOTSWANATHE CHILD-FRIENDLY SCHOOL POLICY; THE PASTORAL CARE POLICY; FUNCTIONAL INTEGRATION; LOCATIONAL INTEGRATION; 74POLICY FOUNDATIONS; CHALLENGES IN BOTSWANA; THE SCHOOL CURRICULUM; PROSPECTIVE SOLUTIONS; FAMILY AND COMMUNITY PARTICIPATION; RESOLVING BARRIERS TO ACCESS; TEACHER TRAINING; CONCLUSION; REFERENCES; 5. INCLUSIVE EDUCATION: A Tame Solution to a Wicked Problem?; ABSTRACT; INTRODUCTION: INCLUSION, EXCLUSION AND WICKED PROBLEMS; THE WICKED PROBLEM OF EDUCATIONAL EXCLUSION; THERE IS NO DEFINITIVE FORMULATION OF EDUCATIONAL EXCLUSION.

EXCLUSION FROM WHAT?EXCLUSION FOR WHOM?; EDUCATIONAL EXCLUSION CAN BE A SYMPTOM OF ANOTHER PROBLEM; THE UNIQUENESS OF WICKED PROBLEMS; THE SOLUTION TO THE PROBLEM OF EDUCATIONAL EXCLUSION CANNOT BE TRUE OR FALSE, BUT GOOD OR BAD (OR BETTER OR WORSE); THERE IS NO TEST OF A SOLUTION TO THE PROBLEM OF EDUCATIONAL EXCLUSION, WITH EVERY ATTEMPT TO SOLVE IT COUNTING SIGNIFICANTLY; CONCLUSION; REFERENCES; 6. RETHINKING INCLUSIVE EDUCATION IN AN AFRICAN CONTEXT; ABSTRACT; INTRODUCTION; PAULO FREIRE'S CRITICAL PEDAGOGY AND INCLUSIVE EDUCATION; INCLUSIVE EDUCATION IN THE SOUTH AFRICAN CONTEXT.

Description based on resource, viewed Apr 9, 2021.

eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - Worldwide