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ERIC Number: EJ949283
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1360-3116
Exploring Understandings of Inclusion in Schools in Zambia and Tanzania Using Reflective Writing and Photography
Miles, Susie
International Journal of Inclusive Education, v15 n10 p1087-1102 2011
In this article I explore insights gained from participating in an exploratory, small-scale study led by the Enabling Education Network (EENET) in 17 schools in northern Zambia and five schools in Tanzania. Facilitating South-based research, while based in a Northern university, raises complex ethical issues about voice and control which are discussed in the article. The main aim of the study was to explore understandings of inclusive education at school and community level in northern Zambia and Tanzania in the light of government efforts to promote Education for All. Reflective writing, photo elicitation and participatory photography were some of the methods used to generate locally relevant knowledge about marginalisation from the educational process, although the focus here is primarily on the issue of disability as a cause of educational exclusion. (Contains 3 notes and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Tanzania; Zambia