Browsing by Author "Makoelle, Tsediso Michael"

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    FUNDING INCLUSIVE EDUCATION FOR EQUITY AND SOCIAL JUSTICE IN SOUTH AFRICAN SCHOOLS
    (South African Journal of Education, 2020) Makoelle, Tsediso Michael; Burmistrova, Valeriya
    The implementation of inclusive education in South African schools has resulted in more demands being placed on them to make provision for the inclusion of learners with special educational needs in mainstream classrooms. This has brought about substantial changes regarding school financing in order to cater for a diverse learner population. This generic qualitative study conducted through interviews with 9 secondary school principals from formerly disadvantaged and advantaged schools, as well as policy document analysis, investigated the current school financing practices for inclusive education in schools aimed at attaining equity and social justice. During this study data were analysed using inductive content analysis. The findings of the study suggest that although provision has been made in terms of the National Norms and Standards for School Funding policy, schools, especially those in previously disadvantaged communities, are not adequately and suitably resourced to implement inclusive education fully
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    Inclusive Teaching in South Africa
    (Nazarbayev University Graduate School of Education, 2017-04-05) Makoelle, Tsediso Michael
    The book assembles small scale qualitative studies predominantly conducted through participatory action research with teachers in schools. The ideas expressed in studies captures the essence of teachers in relation to challenges they face and the successes they have registered in the implementation of inclusion. The book contributes significantly on aspects of: Pre-service teacher needs in preparation for a pedagogy that is inclusive; issues of in-service teacher development of inclusive curriculum and contexual aspects influencing the effective operationalisation of inclusion in the classroom.
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    Language, Terminology, and Inclusive Education: A Case of Kazakhstani Transition to Inclusion
    (SAGE Open., 2020-01-26) Makoelle, Tsediso Michael
    Kazakhstan has adopted the idea of inclusive education. The country has embarked on transforming its education at all levels of schooling to reflect the ethos of equity and inclusion. Tremendous success has been registered so far; however, the language used in the realm of its special/inclusive education has not changed much, as it still bears the hallmarks of the past Soviet vocabulary. Therefore, this article provides an analytic perspective on exclusive terminology and vocabulary still being used, which in one way or another perpetuates misconceptions and stereotypes about diversity and difference.
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    PARTICIPATORY ACTION RESEARCH: A TOOL FOR ENHANCING INCLUSIVE TEACHING PRACTICES AMONG TEACHERS IN SOUTH AFRICAN FULL-SERVICE SCHOOLS
    (SAGE Open, 2020) Ayaya, Gladys; Makoelle, Tsediso Michael; Merwe, Martyn van der
    Previous studies conducted on the implementation of inclusive education in South African full-service schools showed that teachers lacked knowledge and expertise in inclusive teaching practices. Furthermore, in some international studies, it is recommended that, to enhance inclusive teaching, it was necessary to involve the teaching communities concerned, using their in-depth understanding of the problem at hand, to come up with emancipatory solutions that could assist in the design of effective teaching strategies to enhance inclusive teaching. Therefore, this study investigated the role of participatory action research (PAR) in enhancing teachers’ inclusive teaching practices in full-service schools. This qualitative PAR study was conducted for 6 months by a research team comprising 12 teachers in a full-service school in the Johannesburg East District of South Africa. Data were collected through PAR stages of planning, observation, action, and reflection. To analyze data, during PAR, group interpretative meetings were held with coresearchers and, after PAR process, an inductive qualitative thematic content data analysis was done by the researcher. Among the findings from the study was that teachers’ understandings of inclusive education were varied. Their conceptions about what it meant to be an inclusive teacher in a full-service school context were also vague. However, the study has found that through PAR participation teachers were able to share and develop own understandings of these concepts. Furthermore, the study identified a need for teachers in a full-service school to be reflective, critical, and innovative about their teaching practices to cater for diverse learner needs in the classroom, which are skills necessary for enhancing inclusive teaching and learning. The study has confirmed PAR as a viable change strategy of teaching toward inclusion
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    Schools’ Transition Toward Inclusive Education in Post-Soviet Countries: Selected Cases in Kazakhstan
    (SAGE Publications, 2020-05-29) Makoelle, Tsediso Michael
    Kazakhstan has adopted a path to implement inclusive education. As in many other countries of the world, transition to an inclusive education system is not easy and sometimes riddled with anomalies, contradictions, and challenges. This qualitative study takes account of inclusive education in Kazakhstani schools, analyzes the current state of the move toward inclusive education in Kazakhstani schools, discusses achievements to date, highlights some challenges, and makes recommendations on how the implementation of inclusive education in schools could (if necessary) be improved. A generic qualitative research design was used, involving semistructured interviews conducted with school directors, teachers, professionals, and regional representatives of the Department of Education, representatives of the Psychological Medical and Pedagogical Commission, nongovernmental organizations, and parents. The study uses Ainscow’s levers of change as a theoretical lens to analyze the implication of the transition and implementation toward inclusive education in schools. The study was conducted in 12 inclusive schools in one region north and one region south of Kazakhstan. Data were analyzed using an inductive and thematic content analysis framework, from which themes were derived and used to harvest findings and draw some conclusions. Among the findings of the study is that although there has been some shift toward inclusive education, the concept is still not well understood by stakeholders in Kazakhstani schools, as it is currently mainly aimed at disabled children rather than other categories of diversity.
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    Welcome Letter
    (NUGSE Research in Education, 2(1), 2017) Makoelle, Tsediso Michael