Inclusion in a South African High School? Reporting and Reflecting on What Learners Say

Autor/in	Walton, Elizabeth
Titel	Inclusion in a South African High School? Reporting and Reflecting on What Learners Say
Quelle	In: International Journal of Inclusive Education, 17 (2013) 11, S.1171-1185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.742577
Schlagwörter	Inclusion; High Schools; Questionnaires; Focus Groups; Student Attitudes; Likert Scales; Social Attitudes; Social Distance; Identification (Psychology); Foreign Countries; Access to Education; Student Experience; High School Students; Empathy; Social Bias; Grade 10; South Africa + Suchen Sie Ihr Suchwort? Inklusion; High school; Oberschule; Fragebogen; Schülerverhalten; Likert-Skala; Social attidude; Soziale Einstellung; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; High schools; Student; Students; Schüler; Schülerin; Studentin; Empathie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	A concern with formal and epistemological access to schools can neglect the importance of access to the informal school and the friendships and sense of belonging that this implies. Despite the challenges of "voice" research, listening to what young people have to say about their experiences of, and attitudes towards social inclusion and exclusion at school may help to identify and address exclusionary pressures. This article reports on a study conducted at an inclusive high school in South Africa where learners have only known a diverse peer group. Despite this, questionnaire and focus group interview responses show that learners have ambivalent attitudes about Others. They position themselves and their school as "normal" and show a mixture of empathy, prejudice and patronisation as they consider how they might respond to peers or a fictional character who is different from them. These Grade 10 learners have strong feelings about who should be admitted to their school, and they identify some exclusionary practices that operate in their social world. Their attitudes cannot be considered apart from a schooling system which normalises educational separation and exclusion and a pedagogy of compassion is suggested as a way to enable young people to address their prejudices towards Others. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10