"Let's not leave this problem": exploring inclusive education in rural South Africa

Resource type
Journal Article
Authors/contributors
Title
"Let's not leave this problem": exploring inclusive education in rural South Africa
Abstract
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publication
Prospects: Quarterly Review of Comparative Education
Volume
38
Issue
1
Pages
99-112
Date
March 2008
Language
English
ISSN
0033-1538, 0033-1538
Loc. in Archive
61950460; EJ815151
Extra
Publisher: Springer, 233 Spring Street, New York, NY 10013 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851
Citation
Mitchell, C., De Lange, N., & Thuy, N.-T. X. (2008). “Let’s not leave this problem”: exploring inclusive education in rural South Africa. Prospects: Quarterly Review of Comparative Education, 38(1), 99–112. https://doi.org/10.1007/s11125-008-9057-y