South African parents’ understanding of inclusion and exclusion in education in primary schools
Inclusive education has featured strongly in the South African education landscape since it was first incorporated into policy in 2001. Although parents are key stakeholders in the successful implementation of inclusive education, there has not been much research exploring parents’ understanding...
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| Format: | Article |
| Language: | English |
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University of the Free State
2020-12-01
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| Series: | Perspectives in Education |
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| Online Access: | http://journals.ufs.ac.za/index.php/pie/article/view/3850 |
| _version_ | 1797265696606912512 |
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| author | Anwynne Celeste Kern |
| author_facet | Anwynne Celeste Kern |
| author_sort | Anwynne Celeste Kern |
| collection | DOAJ |
| description |
Inclusive education has featured strongly in the South African education landscape since it was first incorporated into policy in 2001. Although parents are key stakeholders in the successful implementation of inclusive education, there has not been much research exploring parents’ understanding within this space. Therefore, this study aimed to explore parents’ understanding of inclusion and exclusion in education from seven primary schools in the Johannesburg area. This paper is based on the qualitative data drawn from a larger mixed methods study where 559 written responses exploring parents of primary school learners’ understanding were analysed and 13 semi-structured interviews were conducted. Thematic analysis was used to analyse the results. Four core themes were identified, namely, inclusion/ exclusion criteria, levels of inclusion and exclusion, effects of exclusion and the effects of inclusion. Sub-themes of interpersonal and extra-personal characteristics emerged for the theme of inclusion/exclusion criteria, while further analysis of levels of inclusion/exclusion resulted in the sub-themes of formal and epistemological access. It was clear that parents’ understanding of inclusion and exclusion was grounded more in the practices of inclusion/exclusion as opposed to a more abstract, theoretical understanding. These results are discussed within the context of the SASA and Education White Paper 6 policy within South Africa, as well as literature around the types of educational access.
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| first_indexed | 2024-03-08T04:42:17Z |
| format | Article |
| id | doaj.art-cd54bd5de7d240cfa9f651b10c2f7f84 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-25T00:48:54Z |
| publishDate | 2020-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-cd54bd5de7d240cfa9f651b10c2f7f842024-03-11T23:06:17ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2020-12-01382South African parents’ understanding of inclusion and exclusion in education in primary schoolsAnwynne Celeste Kern0https://orcid.org/0000-0002-0292-7905University of the Witwatersrand, South Africa Inclusive education has featured strongly in the South African education landscape since it was first incorporated into policy in 2001. Although parents are key stakeholders in the successful implementation of inclusive education, there has not been much research exploring parents’ understanding within this space. Therefore, this study aimed to explore parents’ understanding of inclusion and exclusion in education from seven primary schools in the Johannesburg area. This paper is based on the qualitative data drawn from a larger mixed methods study where 559 written responses exploring parents of primary school learners’ understanding were analysed and 13 semi-structured interviews were conducted. Thematic analysis was used to analyse the results. Four core themes were identified, namely, inclusion/ exclusion criteria, levels of inclusion and exclusion, effects of exclusion and the effects of inclusion. Sub-themes of interpersonal and extra-personal characteristics emerged for the theme of inclusion/exclusion criteria, while further analysis of levels of inclusion/exclusion resulted in the sub-themes of formal and epistemological access. It was clear that parents’ understanding of inclusion and exclusion was grounded more in the practices of inclusion/exclusion as opposed to a more abstract, theoretical understanding. These results are discussed within the context of the SASA and Education White Paper 6 policy within South Africa, as well as literature around the types of educational access. http://journals.ufs.ac.za/index.php/pie/article/view/3850ParentsInclusionExclusionEducationSouth AfricaBarriers to learning |
| spellingShingle | Anwynne Celeste Kern South African parents’ understanding of inclusion and exclusion in education in primary schools Perspectives in Education Parents Inclusion Exclusion Education South Africa Barriers to learning |
| title | South African parents’ understanding of inclusion and exclusion in education in primary schools |
| title_full | South African parents’ understanding of inclusion and exclusion in education in primary schools |
| title_fullStr | South African parents’ understanding of inclusion and exclusion in education in primary schools |
| title_full_unstemmed | South African parents’ understanding of inclusion and exclusion in education in primary schools |
| title_short | South African parents’ understanding of inclusion and exclusion in education in primary schools |
| title_sort | south african parents understanding of inclusion and exclusion in education in primary schools |
| topic | Parents Inclusion Exclusion Education South Africa Barriers to learning |
| url | http://journals.ufs.ac.za/index.php/pie/article/view/3850 |
| work_keys_str_mv | AT anwynnecelestekern southafricanparentsunderstandingofinclusionandexclusionineducationinprimaryschools |