Browsing by Author "Makoelle, Tsediso"
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Item Open Access Changing Teacher Beliefs and Attitudes towards Inclusion in South Africa: Lessons from Collaborative Action Research(The Social Science Journal, 2014) Makoelle, TsedisoWorldwide there is a challenge to change teacher beliefs and attitudes towards implementing full inclusive education. This paper therefore reports on a collaborative action research process that sought to change teacher beliefs and conceptions about inclusion. The study was conducted qualitatively and adopted a critical emancipatory stance. Data were collected during action research stages through collaborative action research meetings, research diaries, participant observations and interviews. The data were then analysed using both group interpretative and inductive analytical frameworks. The findings indicated, inter alia, that while change through participation is crucial, changing teacher beliefs and attitudes about inclusion requires local context-relevant practices that teachers can relate to.Item Open Access Educational change and inclusion: lessons from a collaborative action research(Mediterranean Journal of Social Sciences. Vol 5 No 14, 2014-07) Makoelle, Tsediso; Merwe, MP Van DerThere is a global reform process to change education towards inclusive education. This process is sometimes complicated because the process of developing practices of inclusion often involves a change in teacher beliefs, attitudes and practices. This paper therefore attempts to draw lessons from collaborative action research and teacher collaboration in implementing change towards inclusive settings in a selected secondary school in the Free State Province of South Africa.Item Open Access Exploring factors contributing to school improvement in South African secondary schools in the free state province(International Journal of Educational Sciences, 2014) Makoelle, TsedisoSince the advent of the new educational dispensation in 1994, the South African National Department of education has embarked on a process of enhancing the improvement of pass-rates in secondary schools. However, despite these efforts the process has not been very smooth as some schools have not improved or least show signs of the improvement of their performances. This paper therefore explores factors contributing to school improvement in secondary schools...Item Open Access Exploring Practices Determining School Effectiveness: A Case Study in Selected South African Secondary Schools(International Journal of Educational Sciences, 2012) Makoelle, Tsediso; Botha, R. J.When parents choose a school for their children to attend, especially a secondary school, they usually look for an effective school’ so that their children can receive what they regard as a good, quality education. In this process, it is most common that parents evaluate or assess the effectiveness of secondary schools on the basis of the school’s academic results or outputs. But what other factors, apart from academic results, constitute school effectiveness?Item Open Access Inclusion and Sport: Analysis of Selected South African Township Schools(Journal of Studies in Social Sciences, 2014) Makoelle, TsedisoIn 1994, South Africa adopted an inclusive system of education in line with the rest of the world. The doors of learning were opened to all learners regardless of their background or disability. However, in spite of the changes, the notion of inclusive school sport as enshrined and articulated in White Paper 6 on special needs’ education published by the South African Department of Basic Education in 2001 has not been fully realized in terms of enabling a diverse inclusive sporting environment for all learners. The research on which this article is based therefore attempted to analyze the nature of school sport and suggest mechanisms for making school sport inclusive.Item Open Access Inclusion in Higher Education: Learning Experiences of Disabled Students at Winchester University(International Education Studies, 2014-05-28) Kioko, Victor K.; Makoelle, TsedisoThe qualitative study reported on in this article was motivated by the widely held belief that an inclusive approach to teaching and learning is a productive way of enhancing the participation and achievement of all students. In particular, the study was informed by theories of inclusion and the view that disability as a social construct recognizes the challenges that exist within a social setup. In total, four students and three lecturers participated and the interviews were loosely structured and conversational in order to elicit as much information as possible.Item Open Access Inclusion or Exclusion Ramifications of Teenage Pregnancy: A Comparative Analysis of Namibia and South African Schools Pregnancy Policies(Mediterranean Journal of Social Sciences., 2014-07) Mashishi, N.; Makoelle, TsedisoPregnancy of learners for most South African schools has reached alarming proportions. To most governing bodies and teachers, it has becomes difficult to deal with pregnancy of learners. What makes this a conundrum is that teachers don’t know what should be done for the well-being of the pregnant leaner, the baby and the fear that learners and teachers who may have to provide medical help should medical problems arise are not prepared.Item Open Access Inclusive Education: Are We There? Some Global Challenges, Contradictions and Anomalies(The Journal of Sociology and Social Anthropology, 2014) Makoelle, TsedisoSince the signing of the Salamanca statement in 1994, various countries have vowed to implement inclusive education. Different version of inclusion have been adopted worldwide but critics are beginning to suspect that, while inclusion sounds good in theory, it has not yet translated into implementable and realisable ideals. The study on which this analytical paper is based therefore explored challenges, contradictions and anomalies in the implementation of inclusive education globally. Various articles by leading scholars in the field of inclusive education were reviewed. The findings indicate, inter alia, that inclusive education has not yet come into its own right due to the varied contexts, conceptualisations and interpretations of the notion. It follows that leading scholars and practitioners in the field of inclusion should review the status quo, as well as reconceptualise and redesign the strategies to enhance its pedagogical implementation.Item Open Access INFORMATION COMMUNICATION TECHNOLOGIES (ICTs) AND INCLUSIVE PEDAGOGY: A SOUTH AFIRCAN PERSPECTIVE(International Journal of Education and Research. Vol. 2 No. 7 July 2014, 2014-07) Makoelle, Tsediso; Merwe, M van DerThe world of technology in education has grown rapidly and at an alarming rate. In South Africa, in particular more and more technology has been adopted towards teaching and learning. This came amidst the implementation of inclusive education. This study therefore sought to analyse the role of ICTs and social media in relation to enhancing the pedagogy of inclusion. The study was a qualitative Participatory Action Research.Item Open Access Multi-Grade Teaching and Inclusion: Selected Cases in the Free State Province of South Africa(International Journal of Educational Sciences, 2014) Makoelle, Tsediso; Malindi, M. J.Multi-grade teaching is a commonly used pedagogic strategy in rural schools. However, this form of teaching continues to present challenges to both the teacher and the learner in particular since the advent of inclusive education in South Africa. The policy on inclusive education is silent on how it could be enhanced in a multi-grade class. This paper therefore attempts to analyse and deconstruct the tensions, contradictions and anomalies within the practice of inclusion as a pedagogic discourse in a multi-grade teaching system. The qualitative study on which this article is based employed a critical emancipatory lens and critical realist analysis as instruments with which to analyse narratives from selected cases at multi-grade schools in the Free State province of South Africa. The findings of the study indicated that, while the knowledge and skills teachers need to enhance inclusion within a multi-graded system were limited, well-designed teaching practices in a multi-grade class may enhance an inclusive pedagogy and promote inclusive learning.Item Open Access Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning(Mediterranean Journal of Social Sciences., 2014-09) Makoelle, TsedisoSince the advent of the philosophy of inclusion and the inception of inclusive education, following a number of international developments such as the signing of the Salamanca Statement in 1994, attempts worldwide to define the elusive concept of inclusive pedagogy have been largely unsuccessful. This qualitative study therefore seeks to highlight the state of current debates around the development of the notion of inclusive pedagogy, its definition, conception and operationalization. A detailed review of the current literature was conducted to synthesise a conceptual framework. Interviews were conducted with six purposefully selected inclusive practitioners in secondary schools in one education district of South Africa. An inductive analytical framework was used to analyse the data. The main findings of the study indicate that there is no universally accepted definition of inclusive pedagogy but that its meaning is contextually, philosophically and operationally determined. The study demonstrates that more research is required to redefine the notion of inclusive pedagogy.Item Open Access Race and Inclusion in South African Education: Analysis of Black-African Learners’ Perceptions in Previously Advantaged White Schools(Mediterranean Journal of Social Sciences., 2014) Makoelle, TsedisoSouth Africa has adopted inclusive education system since 2001. The White Paper 6 was the first indication that inclusive education was to be implemented in schools. The implementation of inclusive education coincided with the political changes to de-racialize the population and bring national unity and cohesion. However South African remains one of the racially and ethnically divided nation in the world. This paper therefore analyses the role of race in relation to inclusive education. Critical Race Theory (CRT) and Critical Realism (CR) were used as lenses to understand the phenomena of race and inclusion. Interviews were conducted with selected black-African learners who attended school in previously advantaged white South African Secondary schools. An inductive analytical framework was used to understand the patterns and trends from the interview data. Among the findings is that while there have been policy shift towards inclusive education, exclusionary tendencies are still prevalent due to racially based attitudes in South African schools.Item Open Access Resilience: A Framework for Inclusive Pedagogy in a South African(Electronic Journal for Inclusive Education, 2015) Makoelle, Tsediso; Malindi, M.The social ecology of resilience perspective sees resilience as the capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology.Item Open Access School Effectiveness and Inclusion: Cases of Selected Secondary Schools in the Free State, South Africa(International Journal of Educational Sciences, 2014) Makoelle, TsedisoThe promulgation of the White Paper 6 in 2001 has laid the basis for the implementation of inclusive education in South Africa. However, South Africa has both effective schools which are known of quality teaching and learning and also less effective schools with poor teaching and learning. School effectiveness is mostly thought to be at the heart of effective implementation of educational practices including inclusive education. Therefore this paper examines the relationship between school effectiveness and the extent to which it impacts the practice of inclusion in secondary schools.Item Open Access School-based Support Teams as Communities of Enquiry: A Case of Developing Inclusive Practices in the Free State Province of South Africa(International Journal of Educational Sciences, 2014) Makoelle, TsedisoSchool-Based Support Teams were established by the South African National Department of Education in schools to deal with inclusive education and its implementation at school level. The role of these teams include, among others, organising support and establishing the individualised education programmes for vulnerable and learners perceived to be having barriers to learning.Item Open Access The State of Inclusive Pedagogy in South Africa: A Literature Review(The Journal of Sociology and Social Anthropology, 2012) Makoelle, TsedisoThe states of inclusive pedagogy in South African schools remain bleak and teachers are in the dark about what constitutes an inclusive pedagogy in the South African context. This is despite policy changes since the advent of the new educational dispensation in 1994. In this review article the researcher presents the background in terms of inclusive education developments, both within historical and policy contexts.Item Open Access Сognitive justice: a road map for equitable inclusive learning environments(International Journal of Education and Research. Vol. 2 No. 7 July 2014, 2014-07) Makoelle, TsedisoThe conceptualization of the notion of inclusive education is mostly drawn from western forms of conceptions, thought and knowledge. Few studies actually prioritize indigenous forms of knowledge in understanding the concept of inclusion based on local African livelihoods and lifestyles. This paper therefore argues that cognitive justice which articulates recognition of alternative indigenous forms of knowledge provides a theoretical basis for enabling dialogue without qualifying standards of western hegemonic discourse of thought and practice.