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Unit 1: Inclusive Teaching and Learning For South Africa

This document outlines the key topics and learning outcomes for a study unit on inclusive education in South Africa. The unit will describe the historical exclusion from education in South Africa and the development of inclusion policies both internationally and in South Africa. Learners will critically examine relevant education policies and identify human rights principles of inclusion. They will analyze theories of inclusive education and models that can be applied to different school contexts. The unit promotes inclusive teaching practices that prioritize diversity and address power imbalances in the classroom.

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Siphumeze Titi
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64 views

Unit 1: Inclusive Teaching and Learning For South Africa

This document outlines the key topics and learning outcomes for a study unit on inclusive education in South Africa. The unit will describe the historical exclusion from education in South Africa and the development of inclusion policies both internationally and in South Africa. Learners will critically examine relevant education policies and identify human rights principles of inclusion. They will analyze theories of inclusive education and models that can be applied to different school contexts. The unit promotes inclusive teaching practices that prioritize diversity and address power imbalances in the classroom.

Uploaded by

Siphumeze Titi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Inclusive

Teaching and
Learning
for South Africa
Unit 1
Inclusive
Education
Overview of study unit

U N I T 1 : I N C LU S I V E E D U C AT I O N
Specific outcomes
By the end of the unit, you will be able to:
• Describe historical and current exclusion in education in South Africa, the region and
globally
• Discuss the development of international, regional and South African policies of
inclusion and how they inform inclusivity in education
• Critically examine the following relevant policy and guideline documents against the
background of the South African Bill of Rights: Revised Schools Act; Education White
Paper 6 on Inclusive Education; Curriculum Policy and Assessment Statement; Policy on
Screening, Identification Assessment and Support 
• Identify human rights principles and values of inclusion and link these to the philosophy
of ubuntu
• Reflect on your own principles and values and how they can inform your practice as an
inclusive teacher  

U N I T 1 : I N C LU S I V E E D U C AT I O N
Specific outcomes
• Critically analyse the relevance of at least three theories applicable to inclusive
education in a range of other relevant school contexts (e.g. rural, urban, peri-urban,
informal, mainstream schools, full-service schools, special schools,
academic/technical/schools of skill)
• Evaluate the relevance of at least three models of inclusive education for different
contexts 
• Explain how differences in the classroom can be prioritised as the result of power
relations and, as a result, positions of privilege and oppression can be reproduced
• Critically analyse key inclusive teacher attributes that promote teacher and learner
agency and social justice in the development of inclusive school communities

U N I T 1 : I N C LU S I V E E D U C AT I O N
“I mastered matric!”

U N I T 1 : I N C LU S I V E E D U C AT I O N
Exclusion from quality education

U N I T 1 : I N C LU S I V E E D U C AT I O N
Exclusion from quality education

U N I T 1 : I N C LU S I V E E D U C AT I O N
“This is our national soul, our contract with
one another as citizens, underpinned by our
highest aspirations and our deepest
apprehensions. Our pledge is: Never and
never again shall the laws of our land rend
our people apart or legalise their oppression
and repression. Together, we shall march,
hand-in-hand, to a brighter future.”
President Nelson Mandela at the unveiling of the mural
celebrating the adoption of the new Constitution, 8 May, 1996

U N I T 1 : I N C LU S I V E E D U C AT I O N
Ubuntu values means teaching
for all—“Umuntu ngumuntu ngabantu”

U N I T 1 : I N C LU S I V E E D U C AT I O N
Medical model of disability

U N I T 1 : I N C LU S I V E E D U C AT I O N
Bronfenbenner’s Ecological Systems Model

U N I T 1 : I N C LU S I V E E D U C AT I O N
Critical Diversity Literacy (CDL) involves
• Being critical in your thinking about social systems, without accepting them
unquestioningly
• Understanding diversity and the issues related to diversity: power, privilege,
advantage, disadvantage, oppression
• Having the language—the literacy—to talk and express clear views about diversity,
the issues related to it and the systems that maintain the status quo (the current
situation)

U N I T 1 : I N C LU S I V E E D U C AT I O N
Maintaining a position of power and
exclusion

U N I T 1 : I N C LU S I V E E D U C AT I O N
Inclusion continuum

U N I T 1 : I N C LU S I V E E D U C AT I O N
Inclusive education is everyone’s
responsibility

U N I T 1 : I N C LU S I V E E D U C AT I O N
The teacher’s role: ubuntu in the
classroom

U N I T 1 : I N C LU S I V E E D U C AT I O N
#StopRacismAtPretoriaGirlsHigh protest

U N I T 1 : I N C LU S I V E E D U C AT I O N
“To understand racism, you need to
understand power dynamics.
To understand sexism, you need to
understand power dynamics.
To understand poverty, you need to
understand power dynamics.
To understand power dynamics, you need to
listen and believe the stories of the
powerless.”
Jarrod McKenna

U N I T 1 : I N C LU S I V E E D U C AT I O N
Types of power that impact on Teacher
Agency
• Power over: Top-down power, typically found in hierarchical or patriarchal
relationships (the most common form of power in society)
• Power with: The collective power of people and groups working together
• Power within: The potential power and strength within each person, which comes
from the intimate relationship an individual has with their psyche or self 
• Power to: The power to act and achieve something (agency), the power to make a
difference 

U N I T 1 : I N C LU S I V E E D U C AT I O N

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