Inclusive education: A transformation and human rights agenda under spotlight in South Africa

Maguvhe, Mbulaheni Obert

doi:10.4102/ajod.v4i1.183

Cited by 23 publications

(8 citation statements)

References 5 publications

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“…To realise this fact, responsive personnel is required in the administrative structure of the education system. When the reverse is the case, the execution of inclusive education would be at risk (Malak, 2013;Maguvhe, 2015). This was a slowdown incidence to ensure the inclusion of CwDs where the current study has been conducted.…”

Section: Structural Problemmentioning

confidence: 99%

Exploring Governmental Commitment to Execute Inclusive Education in Ethiopia

Temesgen¹

2018

Research in Pedagogy

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Mainly, the aim of the research was to explore the absence of governmental commitment and find out the structural barriers that hindered the execution of inclusive education in Ethiopia. Exclusionary issues that Ethiopian schools face today are highly related to ignorance and lack of commitment that stem from education authorities and even from teachers of students with disabilities. Subsequently, I employed qualitative approach under the hegemony of constructivism paradigm to locate where the barriers of inclusive education stemmed from. The hermeneutic design of the study enabled me to build knowledge about the barriers that hindered the execution of inclusive education from governmental commitment perspective. Using semi-structured interview and focus group discussion as instrument, I listened to personnel in the education system. Thereafter, the data analysis went by transcribing the recorded interview verbatim. Then, using the transcribed and chunked data, I mapped the range and nature of phenomena, created typologies and found out associations between themes with a view to provide explanations for the findings. The process of mapping and interpretation was also guided by the original research aims as well as by the themes that have emerged from the data themselves. The participants' account witnessed and construing the data, therefore, the challenges to implement inclusive education ranged from the absence of mandatory national inclusive policy to the inconsistent data about children with disabilities. Finally, I have recommended collaborative effort among stakeholders to ensure inclusion of children with disabilities.

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Section: Structural Problemmentioning

confidence: 99%

Exploring Governmental Commitment to Execute Inclusive Education in Ethiopia

Temesgen¹

2018

Research in Pedagogy

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“…In an effort to advance awareness and implementation of rights, research has purported that school environments may be the most appropriate locale for education of children's rights to occur (Hägglund & Samuelsson, 2009;Howe & Covell, 2011;Ndofirepi & Cross, 2015;Pimentel, 2013), and that educators may be the best professional group to educate children about their rights (Maguvhe, 2015;Ransom, 2012;Smith, 2016;Vittrup, 2016). However, research further indicates that educators do not feel adequately trained to do so, reporting a lack of training, resources, and skills (Maguvhe, 2015), a lack of comfort with the topic of rights (Vittrup, 2016), and a lack of rights discourse in educator training (Di Santo & Kenneally, 2014;Smith, 2016). These findings suggest that not only is awareness of children's rights and the UNCRC lacking, but that educators working directly with children do not feel equipped to teach on the topic.…”

Section: Children's Rightsmentioning

confidence: 99%

“…Given these findings, I would argue that ECEs may employ similar strategies to integrate children's rights learning into children's exposure to and engagement with storybooks. Additionally, given the research concerning educators' feelings that they are not adequately trained or prepared to teach children's rights (Maguvhe, 2015;Vittrup, 2016), the current study is unique as I explored how the findings from this study may be used to guide ECEs in selecting, examining, and discussing children's storybooks through a child rights lens.…”

Section: Children's Literaturementioning

confidence: 99%

Through the Lens of Children's Rights: A Discourse Analysis of Popular Children's Literature

Robichaud¹

2023

Preprint

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Adopted in 1989, the United Nations Convention on the Rights of the Child (UNCRC) delineates the inherent, equal, and indivisible rights that all children hold. However, almost 30 years after the establishment of the UNCRC, there is still a lack of awareness of children’s rights. Through the lens of children’s right, this study examined if, how, and to what extent children’s rights are communicated in the lexical and pictorial narratives of ten popular preschool children’s storybooks. Findings show that although children’s rights discourses are plentiful in varying degrees in children’s storybooks, these discourses are primarily implicit. Implications from this study suggest that early childhood educators may adopt a “right-integrative” (Di Santo & Kenneally, 2014, p. 396) lens when selecting, reading, and discussing storybooks with young children, with an aim to increase awareness of rights. Keywords: children’s rights; children’s literature; United Nations Convention on the Rights of the Child

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“…Thus, inclusive education is a tool for transformation, a democratic means of understanding values that accept human diversity (Swart & Pettipher 2005). Inclusive schools must have an open arm for all learners who are new to the mainstream school system and must seek to ensure that the environment is receptive to all regardless of their differences in abilities (Maguvhe 2015).…”

Section: Inclusive Education In South Africamentioning

confidence: 99%