Abstract
BackgroundRecent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.ObjectivesThis study aimed to explicate education practitioners’ interpretations of Uganda’s flagship inclusive education programme in preservice primary teacher education.MethodDrawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.ResultsThree main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a ‘label’ under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.ConclusionUganda’s flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.
Highlights
IntroductionIn most sub-Saharan African countries, and in Uganda in particular, numerous studies on global education reforms have revealed contradictory implementation strategies to achieve the set goals (Charema 2010; Hardman et al 2011; Munene 2016; Shevlin & Kearns 2010; Zajda 2018). Nketsia, Saloviita and Gyimah (2016) and Slee (2013) have raised concerns on the prevalence of knowledge uncertainties about best practices, leading to a state of trial and error among inclusive reform implementers (i.e. teacher educators)
Slee (2013) argues that exclusively designing specialised teacher training programmes and establishing special grants for categorised learners are a myopic interpretation of the intent of inclusive education and directly contribute to exclusion
The study findings present a potential challenge to the sustainability of inclusive education (UNESCO 2014) in Uganda (Altinyelken 2010; Gallagher 2006; Hardman et al 2011)
Summary
In most sub-Saharan African countries, and in Uganda in particular, numerous studies on global education reforms have revealed contradictory implementation strategies to achieve the set goals (Charema 2010; Hardman et al 2011; Munene 2016; Shevlin & Kearns 2010; Zajda 2018). Nketsia, Saloviita and Gyimah (2016) and Slee (2013) have raised concerns on the prevalence of knowledge uncertainties about best practices, leading to a state of trial and error among inclusive reform implementers (i.e. teacher educators). In Uganda, education reform, geared for all school-eligible learners, has failed the majority of the once-enthusiastic vulnerable population (Munene 2016). Slee (2013) argues that exclusively designing specialised teacher training programmes and establishing special grants for categorised learners are a myopic interpretation of the intent of inclusive education and directly contribute to exclusion. Amidst such contradictions, O’Sullivan (2005) calls for research-based solutions to failing reforms. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts
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