Abstract
ABSTRACT While limited research on inclusive education in sub-Saharan Africa and Tanzania focuses on the perspectives of preservice and practicing teachers, this case study features those of governmental and non-governmental national policy actors. To analyse these influential voices shaping inclusive education, key education sector policy actors working in the national government and non-governmental organisations were interviewed about their perspectives on inclusive education progress. Beyond documenting the presence of barriers to Tanzania’s inclusive education policy process, this study generates nuances in relation to multifaceted contextual influences by applying a policy environment systems theoretical model. Improved understanding of policy actor perspectives and the nuanced role of context is invaluable to inform future policy directions.
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