Conversations from the field
Stakeholders’ perspectives on inclusive education in western Kenya
Bibliographic Data
| ID | 21831694 |
|---|---|
| Authors | Brent C Elder (0000-0003-2638-6143, Rowan University), Benson Oswago (Ministry of Health), Michelle L Damiani (0000-0003-3255-7156, Rowan University) |
| Year | 2022 |
| Volume | 11 |
| Issue | 3 |
| Pages | 61-91 |
| Publication date | 2022-12-05 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Canadian Journal of Disability Studies (JOURNAL) |
| Journal identifiers | ISSN: 1929-9192 • E-ISSN: 1929-9192 |
| Publisher | University of Waterloo (PUBLISHER • CA) |
| DOI | 10.15353/cjds.v11i3.927 |
| OpenAlex | W4411994078 |
| Language | EN |
| Citations received | 1 |
| References cited | 15 |
In this article, we critically examine issues related to disability inclusive education in the global South. Specifically, we discuss our work on inclusive education in western Kenya. We acknowledge how such practices are often framed within global North perspectives, and use methodologies and approaches from these same spaces and places. Such methodologies tend to be steered by powerful stakeholders and donors that may not always be sensitive to local contexts, concerns, and demands. In this article, we outline how we incorporate Critical Disability Studies (CDS) to address these concerns while working towards a bottom-up approach with multiple local stakeholders of inclusive education. Specifically, we discuss how we centred the stories of disabled and non-disabled students and their parents, teachers at special and primary schools and their respective head teachers, and disabled and non-disabled community members to create the foundations of a sustainable inclusive education system. We use quotes from various stakeholders to shape our discussions, and highlight spaces where applying foundations of CDS was useful in creating bottom-up approaches to disability inclusive education reform
Political science · Sociology · Gender Studies · Global Educational Policies and Reforms · Poverty, Education, and Child Welfare
Presuming Competence
Indigenous Knowledges in Education
Disability Studies and the Inclusive Classroom
Disabling Postcolonialism
Harnessing the power of the grassroots to conduct public health research in sub-Saharan Africa
Recolonising debates or perpetuated coloniality? Decentring the spaces of disability, development and community in the global South
From attitudes to practice
Tracing the lineage of international inclusive education practices in Kenya
Going to school for the first time
Multiple methodologies
Legitimizing Local Perspectives in Conservation through Community-Based Research
Human Rights and the Global South
Decolonising disability
Rooting Inquiry in Tradition
Crossing Methodological Borders
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |