Conflicting Discourses on Conceptualising Children With Disabilities in Africa

Abstract

Despite the wide ratification of the United Nations Convention on the Rights of Persons with Disabilities, children with disabilities are still marginalised and their status as rights holders not fully acknowledged in many parts of Africa. In response to the call for research to focus on a distinct African conceptualisation of disability , an exploratory desk study was conducted on the disability discourse on children with disabilities in Africa. Though the authors uncovered positive African cultural and legislative narratives of disability, the dehumanising discourse identified, was more pronounced. The authors suggest that any strategy to improve the plight of children with disabilities in Africa will have to take into account and not underestimate the dehumanising discourse. The power of discourse should be used to emphasise the positive African cultural and legislative narratives of disability to counter the dehumanising discourse.

Creating a Positive Attitude toward Learners with Disabilities at a Primary School in Shiselweni Region, Eswatini

“…For example, people with albinism are referred to as "nkau" (which stands for monkey) in Eswatini, and "meffu" in Cameron (which stands for the dead). It portrays that people with a disability are despised in African society; hence, fewer services are afforded to them by their communities (Tesemma and Coetzee 2019). Such a negative attitude toward people with disabilities in society affects the schools' attitude toward learners with disabilities, resulting in teachers not accommodating these learners.…”

Exploring a school‐level inclusive practice index for meaningful inclusion in Zambian schools

“…Studies have shown that quality inclusive education promotes social integration, reduces prejudice and equips learners for positive contribution to communities (Aboud et al, 2012;Juvonen et al, 2019;Maulsharif et al, 2022). Despite being the subject of a longstanding global conversation, learners with disabilities continue to get the least opportunities and benefits from education, particularly in sub-Saharan Africa, where pre-schooling for children with disabilities aged 0 to 6 years is not common (Tesemma, 2011). Vulnerabilities such as poverty, malnutrition, disability, discrimination and poor education hinder optimal development (Aboud & Yousafzai, 2016;Black et al, 2017;Engel et al, 2007;McCoy et al, 2016;UNICEF, 2013UNICEF, , 2019UNICEF, , 2020.…”