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An African Perspective of Inclusive Education: Issues, Challenges, and Concerns

An African Perspective of Inclusive Education: Issues, Challenges, and Concerns

Mbulaheni Obert Maguvhe, Siyabulela Tshangela
Copyright: © 2022 |Pages: 12
ISBN13: 9781668444368|ISBN10: 1668444364|ISBN13 Softcover: 9781668444405|EISBN13: 9781668444375
DOI: 10.4018/978-1-6684-4436-8.ch018
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MLA

Maguvhe, Mbulaheni Obert, and Siyabulela Tshangela. "An African Perspective of Inclusive Education: Issues, Challenges, and Concerns." Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse, edited by Mbulaheni Obert Maguvhe and Mfundo Mandla Masuku, IGI Global, 2022, pp. 236-247. https://doi.org/10.4018/978-1-6684-4436-8.ch018

APA

Maguvhe, M. O. & Tshangela, S. (2022). An African Perspective of Inclusive Education: Issues, Challenges, and Concerns. In M. Maguvhe & M. Masuku (Eds.), Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse (pp. 236-247). IGI Global. https://doi.org/10.4018/978-1-6684-4436-8.ch018

Chicago

Maguvhe, Mbulaheni Obert, and Siyabulela Tshangela. "An African Perspective of Inclusive Education: Issues, Challenges, and Concerns." In Handbook of Research on Creating Spaces for African Epistemologies in the Inclusive Education Discourse, edited by Mbulaheni Obert Maguvhe and Mfundo Mandla Masuku, 236-247. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4436-8.ch018

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Abstract

This chapter highlights an African perspective of inclusive education issues, challenges, and how ubuntu philosophy could be used to address them. The chapter targets academics, researchers in inclusive education, inclusive education policymakers, school management teams, advocacy groups, adult and early childhood development practitioners, government officials, interested parties in education from NGOs, individuals with disabilities, parents, and guardians as its audience. One of the inclusive education challenges highlighted in this chapter is that South Africa is seriously grappling with the effectual capacity and material impact of her policies conceptualised and promulgated at the national level and other related transformative education policies. It will be important to pose the following interrogative question: To what extent does inclusive education policy actually shape practice in intended ways at the school and classroom level?

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