Inclusions and exclusions in rural Tanzanian primary schools: material barriers, teacher agency and disability equality

Abstract: This article begins with the assumption that the argument for the inclusion of children with disabilities in mainstream schools, championed by Sustainable Development Goal 4 and Article 24 of the UN Convention on the Rights of Persons with Disabilities, has largely been accepted nationally and internationally by policy makers, and is increasingly being accepted by teachers. In interrogating the complex craft of developing inclusive and equal learning environments for children with disabilities, this article draws upon Kershner's "core aspects of teachers' knowledge and knowing", and in particular, "the school as a site for the development of teaching expertise and the creation of knowledge". Data is presented from in-depth interviews following videoed lesson observations with experienced teachers in 15 rural, urban and coastal primary schools in four districts in Tanzania. Findings indicate that the teachers' practice is moving unevenly towards disability equality, and involves pro

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Veröffentlichungsversion ; begutachtet (peer reviewed) ; In: Social Inclusion ; 6 (2018) 1 ; 73-81

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Mannheim
• (when): 2018
• Creator: Westbrook, Jo ; Croft, Alison ; Miles, Susie

Further information

• DOI: 10.17645/si.v6i1.1203
• URN: urn:nbn:de:101:1-2019072713421801779083
• Rights: Open Access; Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 15.08.2025, 7:36 AM CEST