Rethinking Micro-Exclusion Practices in Rural Primary School Classrooms
Perspectives and Reflections from Teachers
Bibliographic Data
| ID | 19483698 |
|---|---|
| Authors | Albert Mufanechiya (0000-0001-9628-3356, University of the Free State, corresponding author), Matseliso L Mokhele (0000-0003-0003-9530), Matseliso M Makgalwa (University of the Free State), Cordial Bhebe (0009-0000-9208-3023, University of the Free State) |
| Year | 2026 |
| Volume | 15 |
| Issue | 3 |
| Pages | 174 |
| Publication date | 2026-03-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2076-0760 • E-ISSN: 2076-0760 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/socsci15030174 |
| OpenAlex | W7134230913 |
| Language | EN |
| References cited | 29 |
The research problematises the different micro-exclusion practices in rural primary schools and their impact on learners’ participation and academic development. Rural primary school classrooms perpetuate systemic micro-exclusion of learners in various ways, reflecting injustice and a colossal squandering of human potential. All learners, at some point, in the same learning spaces often face different classroom experiences as they are subtly excluded through teacher commissions and omissions. The paper presents an exploration of the phenomenon of micro-exclusion practices in rural primary school classrooms, drawing on the perspectives and reflections of six primary school teachers. Using a qualitative phenomenological multi-case study design, we explore the everyday behavioral activities of these teachers through in-depth semi-structured interviews and non-participant observation to uncover their experiences and insights regarding subtle micro-exclusionary practices that impact learner participation and inclusivity. It responds to two questions: how do teachers micro-exclude learners during teaching and learning in rural primary schools in Zimbabwe, and what mitigation strategies can be implemented to minimise micro-exclusion in rural primary school classrooms? Findings revealed that micro-exclusion affects all learners and is multifaceted. It exists and manifests in the form of social isolation, subtle biases in attention, and disparities in feedback, which have a strong bearing on learners’ participation. Teachers reported varying degrees of awareness and challenges concerning micro-exclusion practices and expressed a desire to address implicit or explicit biases and foster greater participation in classroom environments. The study highlights the importance of reflective practices among rural primary school teachers and suggests strategies for creating an inclusive participatory atmosphere that mitigates micro-exclusion
Citizen journalism · Injustice · Lived experience · Participatory action research · Phenomenon · Qualitative research · Rural area · School teachers · African cultural and philosophical studies · Peace and Human Rights Education · Teacher Education and Leadership Studies
Thematic Analysis
Interventions to reduce the exclusion of children with disabilities from education
Critical pedagogy to promote critical social work
Quality and quantity
Exclusion
Towards a critical pedagogy of trans-inclusive education in UK secondary schools
Classroom exclusions
Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum
Inclusion
In and out of class – what is the meaning for inclusive schools? Teachers’ opinions on push-and pull-out in Italy and Norway
Teacher self-efficacy and inclusive education practices
Is inclusive education really for everyone? Family stories of children and young people labelled with ‘severe and multiple’ or ‘profound’ ‘disabilities’
So incredibly equal’
Moments of Inclusion and Exclusion
The Case of Contradictions
| Highly cited | No |
|---|