Teaching inclusively in Nigeria: new framings of inclusion surfaced through a collective storytelling approach

Buckler, Alison; Agbaire, Jennifer and Oluseye, Ayomide (2025). Teaching inclusively in Nigeria: new framings of inclusion surfaced through a collective storytelling approach. International Journal of Qualitative Studies in Education (Early access).

DOI: https://doi.org/10.1080/09518398.2025.2470939

Abstract

Narratives around educational inclusion in Nigeria are narrowly framed and have constrained application. Research with Nigerian teachers predominantly uses surveys which capture what teachers know or do not know about inclusion, rather than enabling constructive understandings of it. This article reports on a storytelling workshop with Nigerian teachers that enabled the expression of personal experiences of inclusion, through fictional stories. This was supported by a community of inquiry framing, with the incorporation of praxis. The article illustrates how the process supported the teachers and researchers to consider an extended conceptualisation of inclusion that centres teachers’ experiences and agency. This facilitates original insights into the link between educational inclusion and exclusion, and teachers’ experiences of inclusion and exclusion within the same system. This is important because teachers’ ability to imagine and shape inclusive learning environments impacts on students’ experiences and outcomes. Understanding this can inform more meaningful inclusion practices and policies.

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