Journal
INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION
Volume 31, Issue 4, Pages 293-311Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/09518398.2017.1422290
Keywords
Community-based participatory research (CBPR); decolonizing methodologies; qualitative research; Kenya; inclusive education
Categories
Funding
- Fulbright Program grant - Bureau of Educational and Cultural Affairs of the United States Department of State
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In this project, we examined the development of a sustainable inclusive education system in western Kenya by combining community-based participatory research (CBPR) and decolonizing methodologies. Through three cycles of qualitative interviews with stakeholders in inclusive education, participants explained what they saw as foundational components of how to create more inclusive primary school classrooms utilizing existing school and community resources. The combination of CBPR and decolonizing methodologies, along with other project factors ultimately led to more inclusive placements for primary students with disabilities. We highlight this increase enrollment of students with disabilities in primary schools with excerpts from qualitative interviews with participants. In addition to the increase of the number of students with disabilities accessing schools for the first time, we found many methodological tensions inherent in this research. Such challenges included: researcher positionality, researcher outsider status, decolonizing approaches to language, and disseminating results in meaningful, ethical, and culturally appropriate ways.
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