Understanding inclusion in early childhood care and education: A participatory action learning and action research study
South African Journal of Childhood Education
| Field | Value | |
| Title | Understanding inclusion in early childhood care and education: A participatory action learning and action research study | |
| Creator | Mahadew, Ashnie Hlalele, Dipane J. | |
| Description | Background: Early Childhood Care and Education (ECCE) refers to the care and education of children from birth to age four. There is a scarcity of research on inclusion in this marginalised sector in many developing countries, including South Africa.Aim: This article reports on a virtual learning participatory workshop on understanding inclusion with six ECCE teachers and two ECD practitioner trainers.Setting: Due to the social distancing necessitated by the Corona Virus pandemic, all interactions were facilitated through the WhatsApp platform.Methods: The study employed a participatory action learning and action research (PALAR) design that focuses on collaborative and contextually relevant learning and research. Data were generated in two iterative cycles using a baseline questionnaire, photovoice, reflective journals and purposeful conversations.Results: Cycle one found that some of the participants’ understanding of inclusion needed to be challenged. Their understandings of inclusion centred on discourses of disability with a narrow view of inclusion. This action learning set (ALS) mainly regarded inclusion to be a product rather than a process and claimed that segregation had some advantages. Some of the members of the ALS also misconstrued inclusion for micro-exclusive practices of assimilation and integration. Cycle two was planned to address these misunderstandings. Cycle two revealed that becoming inclusive means revisiting dominant ideologies about inclusion and a critical awareness of micro-exclusive practices.Conclusion: This research serves to challenge dominant beliefs of what inclusion is. The knowledge presented here could be cascaded to other ECCE centres in the South African context. With a scarcity of research on inclusion in ECCE, this study may provide a point of departure for future research. | |
| Publisher | AOSIS | |
| Date | 2022-09-13 | |
| Identifier | 10.4102/sajce.v12i1.1073 | |
| Source | South African Journal of Childhood Education; Vol 12, No 1 (2022); 11 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1073/2235
https://sajce.co.za/index.php/sajce/article/view/1073/2236
https://sajce.co.za/index.php/sajce/article/view/1073/2237
https://sajce.co.za/index.php/sajce/article/view/1073/2238
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