Inclusive Education: Beyond the Chalkboard or Just another Brick in the Wall? (Inaugural lecture: formal induction as professor)

Year 2014, Volume: 1 Issue: 1, 32 - 43, 01.06.2014

Norma M Nel

https://doi.org/10.17275/per.14.03.1.1

Abstract

In
the formal induction as professor, the author uses two metaphors to equate her
research efforts in the field of inclusive education to that of beyond the
chalkboard and not as just another brick in the wall. The lecture is partly
inspired by Pink Floyd’s hit “Another brick in the wall” which deals with the
laying of metaphorical bricks. Floyd reflects on how he was demeaned by a
teacher and dreaming of rising up against teachers who are “just another brick
in the wall.” By referring to the dismal reports of the Annual National
Assessment (2012) for languages and mathematics the author expresses her
concern particularly for learners who experience barriers to learning and
resorts to the route of inclusive education where all learners are able to
access equitable, quality education. She draws on theories such as Freire,
Vygotsky and Bronfenbrenner as her theoretical framework for her research and
takes an asset based approach to inclusive education. Five research highlights
are used to illustrate her research activities, with a detailed exposition of
the “Learn not to Burn” research project. Recommendations are made regarding
the training of teachers to not just be “another brick in the wall” but to go
“beyond the chalkboard” in an effort to ensure quality inclusive teaching
practices.

Keywords

Inclusive education, teaching, learning

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