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ERIC Number: EJ977799
Record Type: Journal
Publication Date: 2012-Mar
Pages: 8
Abstractor: As Provided
Reference Count: 33
ISSN: ISSN-0258-2236
Within and between the Old and the New: Teachers Becoming Inclusive Practitioners
D'Amant, Antoinette
Perspectives in Education, v30 n1 p53-60 Mar 2012
This paper explores how 20 African teachers in rural KwaZulu-Natal, South Africa, construct their identities in the light of inclusive education, and how they negotiate the tensions and contradictions emerging from the process of becoming inclusive practitioners. Central to this discussion is the understanding that teachers' identities are socially constructed and that radical transformation requires teachers to draw on their transformative capacity and develop an alternative sense of themselves, not only as teachers but also as individuals. A qualitative approach using personal narratives is used to better comprehend the context-specific experiences of these teachers and draw on their authentic voices. What emerges from the study is evidence of the simultaneous existence of both the powerful influence of historic roots of exclusion, which discourage teachers from becoming inclusive practitioners, and some fruits of inclusion, where teachers' attitudes and practices are beginning to embrace inclusion. Findings clearly show a lack of homogeneity in participants' responses to inclusion, highlighting instead the diversity which exists within and between individual African teachers in rural contexts.
Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa