Abstract
Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself to the transformation of education and key policy documents and legislation stress the principle of education as a basic human right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education. After ten year of democracy, the enduring tension between changing the structure of education and changing the process of education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African children to be accommodated in inclusive school communities therefore remains a challenge.
Résumé
l’éducation incluse* en Afrique du Sud n’a pas été promue comme une autre option pour l’éducation, mais plutôt comme une stratégie scolaire qui peut contribuer ⦏ une société démocratique. Après l’Apartheid, le gouvernement démocratique s’est engagé à la transformation de l’éducation. Les documents politiques clés et la législation soulignent le principe de l’éducation comme un droit de l’homme fondamental, préservé dans la Constitution. Le White Paper 6: Special Needs Education, building an inclusive éducation and training system (2001) structure le changement systémique pour le développement de l’éducation incluse. Comme philosophie, l’éducation incluse, dans le contexte sud-africain, embrasse les valeurs démocratiques de l’égalité et des droits de l’homme, et la reconnaissance de la diversité. Cependant, la recherche indique que les changements de la société, comprenant les réformes et les changements contextuels, aussi bien que la gestion de la diversité dans les écoles, ont eu un impact négatif sur la réalisation de l’éducation incluse. Dix ans après la démocratie, la tension entre changer la structure de l’éducation et changer ses procédures continue à influencer le progrès. Mettre en valuer la reconnaissance et l’acceptation des droits fondamentaux de tous les enfants sud-africains d’être reçus dans les commun autés scolaires incluses, reste donc un défi.
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This research was partially funded by UNESCO and the author extends gratitude to UNESCO and the parents, teachers and children who took part in the research.
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Engelbrecht, P. The implementation of inclusive education in South Africa after ten years of democracy. Eur J Psychol Educ 21, 253 (2006). https://doi.org/10.1007/BF03173414
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DOI: https://doi.org/10.1007/BF03173414