Published Paper


Rural teachers perceptions on challenges and solutions of inclusive education in Zimbabwe

Munyaradzi Chidarikire Prof. Dipane Hlalele

Page: 14-23
Published on: 2013 June

Abstract

This article interrogated the phenomenon of rural teachers’ perceptions towards challenges and solutions of inclusive education in Zimbabwe rural primary schools. Ubuntuism/ Unhuism theoretical lens was used to interrogate rural teachers’ perceptions on challenges and solutions of inclusive education in rural primary schools. Furthermore, this is a qualitative study located in the broader space of transformative paradigm. We used Participatory Action Research to generate data from the participants. A purposive sample comprising ten primary school teachers from Gutu rural district in Zimbabwe were selected for this study. Data were generated through focus group discussions as participants responded to two questions: what are the challenges facing inclusive education in Zimbabwean rural primary schools? and how can inclusive education be enhanced in rural primary schools? Then generated data was divided into two themes and analysed through Critical Discourse Analysis’s three levels namely: textual, discursive and social practice. This paper found that lack of resources such as lack of qualified inclusive education teachers militate against success of inclusive education in rural primary schools. Consequently, this article recommended that, the Ministry of Primary and Secondary schools should deploy competent and qualified inclusive education teachers in rural schools

 

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