Theory and Practice Divide in the Implementation of the Inclusive Education Policy: Reflections through Freire and Bronfenbrenner’s Lenses

Abstract

Globally, Inclusive Education is on the agenda of many educational institutions. However, the implementation of Inclusive Education in schools will require not only accepting learners with different learning needs in mainstream classrooms, but also determining whether those learners are being provided with appropriate support. In this article, I shall argue that a social justice discourse in Inclusive Education policy and practice necessitates changing systems that perpetuate power, and exclusion. The focus of this article is on those educational environmental factors that maintain and perpetuate social and educational injustice. Drawing on Paulo Freire’s critical pedagogy and the work of Bronfenbrenner, this article, among others, explores Inclusive Education in a South African context; investigates the trends and challenges in the implementation of Inclusive Education policy and argues that Inclusive Education be a policy imperative.

DOI: 10.5901/mjss.2013.v4n13p163