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ERIC Number: EJ1135604
Record Type: Journal
Publication Date: 2014-Aug
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-0100
EISSN: N/A
Inclusive Education: A Case of Beliefs Competing for Implementation
Meltz, Adrienne; Herman, Chaya; Pillay, Venitha
South African Journal of Education, v34 n3 Article 883 Aug 2014
The study explored the understanding and implementation of inclusive education in an independent Jewish community school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds of a particular social category--religion. However, this exclusionary agenda positioned the school as inclusive on the grounds of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided by Lewin's theory of planned change, the study identified four belief systems which influenced the way inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.
Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A