Pedagogy of Inclusion: A Quest for Inclusive Teaching and Learning

Abstract

Since 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.

DOI: 10.5901/mjss.2014.v5n20p1259