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

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.

KEYWORDS:

• Inclusive teaching
• Cultural historical activity Theory
• object-of-activity
• activity systems

Acknowledgements

The authors gratefully acknowledge Professor Lani Florian of the University of Edinburgh for her critical and generative comments on an earlier draft of this paper.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

The research reported in this article was funded by the National Research Foundation (NRF) South Africa.