Critical realism as a lens for analysing inclusive pedagogical practice
Bibliographic Data
| ID | 21723050 |
|---|---|
| Authors | Zitian Zeng (0009-0008-9360-2305, Faculty of Education University of Cambridge Cambridge UK, corresponding author) |
| Year | 2026 |
| Volume | 26 |
| Issue | 2 |
| Publication date | 2026-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Special Educational Needs (JOURNAL) |
| Journal identifiers | ISSN: 1471-3802 • E-ISSN: 1471-3802 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/1471-3802.70090 |
| OpenAlex | W7154446608 |
| Language | EN |
| References cited | 39 |
In many countries and regions, it is not uncommon that teachers express feelings of confusion and helplessness about enacting educational inclusion. It is criticised that current literature on inclusive pedagogies lacks meaningful engagement with tensions and dilemmas in both theory and practice. This paper illuminates this gap by reflecting on adopting critical realism as an analytic lens for a study researching the interplay between teachers' inclusive pedagogical practices and teacher‐student relationships in Hong Kong primary classrooms. This research comprised case studies of four teachers and their relationships with two focus students each. It used teacher interviews and lesson observations as main sources of evidence. It applied critical realism as a theoretical lens to account for and make sense of the complexity of teachers' inclusive pedagogical practices amidst the dilemmas and contradictions in their working environments. Analysis revealed that utilising critical realism in researching inclusive pedagogical practice yielded a thorough understanding of various dynamic forces in the societal and systematic context that influenced classroom relationships and teachers' practices. The study concludes with the insight that it is essential to value what teachers can do in their intricate working contexts and strategically build on it, instead of grappling with what they lack
Confusion · Critical theory · Feeling · Learned helplessness · Realism · Critical Realism in Sociology · Educational Theory and Curriculum Studies · Global Educational Policies and Reforms
What counts as evidence of inclusive education?
Still no pedagogy? principle, pragmatism and compliance in primary education
Beyond Conventional Boundaries
A Critical Realist Perspective of Education
Do we have to rethink inclusive pedagogies for secondary schools? A critical systematic review of the international literature
Developing teachers as agents of inclusion and social justice
A critical realist model of inclusive education for children with special educational needs and/or disabilities
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On the necessary co-existence of special and inclusive education
Are in-service teachers supported in Hong Kong? Teachers’ perceived support needs in the implementation of inclusive education
How inclusive are the teaching practices of my German, Maths and English teachers? – psychometric properties of a newly developed scale to assess personalisation and differentiation in teaching practices
When accommodations are not enough
Creating inclusive classrooms in primary and secondary schools
What works, for whom, and in what circumstances? Towards a critical realist understanding of learning in international and comparative education
Exploring inclusive pedagogy
Teaching for “Real”
You’re Moving a Frickin’ Big Ship”
Applying critical realism in qualitative research
The Synergy of Critical Realism and Case Study
Ethics, Reflexivity, and "Ethically Important Moments" in Research
| Citation velocity | historical |
|---|---|
| Highly cited | No |