Sort by
A Reflexive Critique of Inclusive Education Policy and Practice in South Africa: Towards a Decolonising, Transformative Praxis

Inclusive education is an agenda that emanated from the Global North, and had as its imperative the eradication of discriminatory policies and practices that prevent some children from accessing a quality education. In recent years, it has increasingly been argued by scholars in the Global South that the supremacy of Eurocentric knowledge, theory, values, and practices informing inclusive education needs to be disrupted. In South Africa, decolonisation is emerging as a constructive frame for critiquing inclusive education policy and practices, and for informing the agenda of transformation in educational institutions. By undertaking a systematic review of research on the implementation of inclusive education in South Africa, this article explores the question of how the debate can be shifted from traditional theoretical discussions on special education versus inclusive education to a focus on the practicality of inclusive education policy implementation within specific cultural historical contexts in South Africa. Possibilities for reimagining inclusive education policy and practice in schooling contexts are explored through a decolonising, equity-oriented, social justice lens. The key message is that transformative inclusive education is an education reform agenda that requires all educational institutions and social actors to embrace socially just, inclusive values and ideologies; new thinking and belief systems that reflect a commitment to educational access, participation, and quality education for all learners; democratic patterns of decision-making and leadership; and a school culture and ethos reflective of the African philosophy of ubuntu.

Relevant
Exploring Consistency and Diversity in Research Designs: A Case of One University in Tanzania

The need for quality research outputs is clearly undeniable in any context that values quality knowledge production. This study examined consistency among epistemologies, theoretical perspectives, methodologies, and methods in students’ dissertations. It also aimed to assess the extent to which the dissertations employ a variety of research designs. The study used a sample of 154 students’ dissertations, which were thoroughly analysed. In addition, five supervisors and five graduate students from one university in Tanzania were interviewed to supplement data from documents. With regard to consistency, overall, findings indicate that students’ dissertations observed consistency in only two levels of methodology and methods, leaving epistemology and theoretical perspective unexploited. We also found an overreliance on qualitative (65.6 per cent) and mixed methods (24.7 per cent) research, with 59 per cent of dissertations using case study design. We argue that such an overreliance on one research design (case study) is a limiting factor for the production of a variety of forms of knowledge. Furthermore, it can also act as a barrier to enhancing research productivity as emphasised in policy documents. We recommend capacity-building programmes in the area of research methods (particularly on specific research designs) for academic staff and students.

Relevant
Exploring the Inclusion of Structural Masonry in Higher Education, South Africa

This study explores the incorporation of structural masonry into the undergraduate programmes of higher education institutions in South Africa, specifically focusing on civil engineering. This study is of an exploratory nature. A significant portion of the urban infrastructure in South Africa is predominantly built using structural masonry. Structural masonry is a building method in which the walls of a building or any masonry component, such as a masonry beam or a masonry column, serve a structural purpose. Unfortunately, many higher education programmes that train civil engineers, technologists, and technicians do not adequately address aspects of structural masonry design, detailing, and construction. Hence, it is imperative to address this deficiency throughout the industry in order to enable masonry designers, such as structural engineers, to adhere to the requirements of the National Building Regulations and Building Standards Act 103 of 1977. Ensuring compliance is crucial for protecting the well-being and security of the general population. The researchers collected and examined data through content analysis and verified it with the civil engineering departments of higher education institutions. While civil engineering can be pursued at various traditional universities and universities of technology, only two have confirmed that they offer a fair portion of structural masonry in their undergraduate curricula. The researchers consider this a significant issue because it is critical for civil engineers and technologists to have a thorough understanding of structural masonry. This study is the first in South Africa to propose and support structural masonry education in undergraduate programmes, including design, detailing, and construction.

Relevant