Educational leadership for social transformation: An inclusive approach for schools as places of belonging

Abstract

Education is the medium through which society can be transformed to ensure we live in a world free from discrimination and exclusion, where human beings coexist peacefully. One of UNESCO’s sustainable developmental goals is quality education that is inclusive and equitable. ‘Education for all’ and ‘places of belonging’ are therefore imperatives for educators if this goal is to be realised. This paper reports on selected educational leaders’ views on implementing inclusive approaches in teaching-learning activities. A qualitative approach was employed to collect data from 242 educational leaders from Caribbean Visionary Educators across 25 countries. Most respondents see inclusive education as beneficial. Others view it as a theoretical construct that increases workload. Lack of resources, infrastructure, administrative support and professional learning are viewed as barriers to inclusive education practices. There appears to be some incongruity between educators’ professional learning in inclusive education and their ability to implement inclusive education practices. Respondents revealed that despite receiving professional learning in inclusive education, their current level of training has inadequately prepared them to teach in an inclusive environment. Therefore, an inclusive approach requires educators to be prepared to teach all learners regardless of their challenges, and learners must become active participants in their schooling. The paper, therefore, concludes that it is necessary for leaders to operate in a transformative mode to promote inclusive education. This action should make schools become places of belonging that will benefit all learners.