Exploring understandings of inclusion in schools in Zambia and Tanzania using reflective writing and photography

Abstract

In this article I explore insights gained from participating in an exploratory, small-scale study led by the Enabling Education Network (EENET) in 17 schools in northern Zambia and five schools in Tanzania. Facilitating South-based research, while based in a Northern university, raises complex ethical issues about voice and control which are discussed in the article. The main aim of the study was to explore understandings of inclusive education at school and community level in northern Zambia and Tanzania in the light of government efforts to promote Education for All. Reflective writing, photo elicitation and participatory photography were some of the methods used to generate locally relevant knowledge about marginalisation from the educational process, although the focus here is primarily on the issue of disability as a cause of educational exclusion.

Keywords:

• inclusive education
• education for all
• teachers
• Zambia

Notes

Funding was obtained from the UK's Department for International Development (DFID) to carry out this study entitled, ‘Learning from difference: Understanding community initiatives to improve access to education’. The study took place in two distinct stages: action research study (2001–2003) and dissemination (2003–2005).

Basic schools cater for children aged 7–15 in Grades 1–9.

News of the sudden death of Dr Joseph Kisanji, the lead researcher in Tanzania, came as this article was being finalised. Joseph made a unique contribution to the debate about inclusive education from an African perspective, and was a valued member of EENET and of the research team.