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Ugandan Teachers’ Epistemological Beliefs and Child-Led Research: issues for developing inclusive educational practice.

Sheehy, Kieron; Kasule, George and Chamberlain, Liz (2019). Ugandan Teachers’ Epistemological Beliefs and Child-Led Research: issues for developing inclusive educational practice. International Journal of Disability, Development and Education. (In Press).

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Abstract

There is a complementarity between Uganda’s aim for ‘education for all’ and the pedagogy indicated as underpinning Uganda’s child-focused thematic curriculum. However, child-focused pedagogies are rare. The case is made that child-led research is an appropriate model for developing inclusive classroom practice. This research is the first to consider the relationship between Ugandan teachers’ epistemological beliefs and child-led research. The findings from questionnaire responses of 187 teachers and educators challenge the argument that Ugandan teachers’ epistemological beliefs are the primary barrier to implementing child-focused pedagogies and indicate that a child-led research initiative would complement the epistemological beliefs of many teachers and offer a potential model for an inclusive pedagogical approach.

Item Type: Journal Item
Keywords: child-led research; inclusive education; Uganda; inclusive pedagogy
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport > Childhood and Youth
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
Research Group: Childhood Youth and Sport Group (CYSG)
Item ID: 58296
Depositing User: Kieron Sheehy
Date Deposited: 02 Jul 2019 07:09
Last Modified: 09 Nov 2019 18:31
URI: http://oro.open.ac.uk/id/eprint/58296
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