Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis

Walton, Elizabeth; Thondhlana, Juliet; Monk, David; Wedekind, Volker

Abstract

International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis was conducted, drawing on conceptual tools from a social ecosystem approach. We assert that for disabled refugees: Systems beyond education have a significant impact; Access to education is uncertain and insecure, and when education is accessed, participation, progression and success are not guaranteed; The family, school personnel and community influence the extent of educational access; and NGOs and community-based advocates are relied upon to secure the right to education. We conclude with a call to address imbalances in global and local power structures that constrain educational opportunities for disabled refugees.

Citation

Walton, E., Thondhlana, J., Monk, D., & Wedekind, V. (2024). Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis. Compare: A Journal of Comparative and International Education, 1-18. https://doi.org/10.1080/03057925.2024.2429835

• Journal Article Type: Article
• Acceptance Date: Sep 21, 2024
• Online Publication Date: Dec 13, 2024
• Publication Date: Dec 13, 2024
• Deposit Date: Oct 14, 2024
• Publicly Available Date: Jun 14, 2026
• Journal: Compare: A Journal of Comparative and International Education
• Print ISSN: 0305-7925
• Electronic ISSN: 1469-3623
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Pages: 1-18
• DOI: https://doi.org/10.1080/03057925.2024.2429835
• Keywords: Disabled refugees; social ecosystem model; inclusive education; cross-case analysis; South Africa, Zimbabwe, Uganda
• Public URL: https://nottingham-repository.worktribe.com/output/40571316
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=ccom20; Received: 2023-01-09; Accepted: 2024-09-21; Published: 2024-12-13