Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach

Andrews, Douglas; Walton, Elizabeth; Osman, Ruksana

Abstract

Learners who experience learning challenges are at risk of not accessing equitable education opportunities in South African schools. This is despite teacher education and system reform initiatives towards more inclusive education. To discover what constrains inclusive teaching, we conducted a qualitative study at four schools in a South African city. At each research site teachers and principals were interviewed and we found teacher, school and system factors implicated in the non-implementation of inclusive teaching practices. In discussing these factors through a Cultural Historical Activity Theory lens, we identify four objects of school activity which are not aligned to inclusive education. These are a competitive ethos, rigid curriculum compliance, bell-curve thinking, and survival in the face of resource limitations. We argue that inclusive teaching will be constrained where it is not aligned with schools’ objects-of-activity. To conclude, we suggest strategies that might help to transform objects-of-activity to promote equity and inclusion.

Citation

Andrews, D., Walton, E., & Osman, R. (2019). Constraints to the implementation of inclusive teaching: a cultural historical activity theory approach. International Journal of Inclusive Education, 1-16. https://doi.org/10.1080/13603116.2019.1620880

• Journal Article Type: Article
• Acceptance Date: May 15, 2019
• Online Publication Date: May 26, 2019
• Publication Date: May 26, 2019
• Deposit Date: May 26, 2019
• Publicly Available Date: Nov 27, 2020
• Journal: International Journal of Inclusive Education
• Print ISSN: 1360-3116
• Electronic ISSN: 1464-5173
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Pages: 1-16
• DOI: https://doi.org/10.1080/13603116.2019.1620880
• Keywords: Inclusive teaching, Cultural historical activity Theory, object-of-activity, activity systems
• Public URL: https://nottingham-repository.worktribe.com/output/2094967
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1620880
• Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 26.05.2019, available online: http://www.tandfonline.com/10.1080/13603116.2019.1620880