Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice

Sheehy, Kieron; Kasule, George Wilson and Chamberlain, Liz (2021). Ugandan Teachers Epistemological Beliefs and Child-Led Research: Implications for Developing Inclusive Educational Practice. International Journal of Disability, Development and Education., 68(4) pp. 600–615.

DOI: https://doi.org/10.1080/1034912X.2019.1699647

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.

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About

• Item ORO ID
• 58296
• Item Type
• Journal Item
• ISSN
• 1465-346X
• Keywords
• teachers’ epistemological beliefs; Ugandan curriculum; child-led research; inclusive education; thematic curriculum; special educational needs; happiness; social constructivist pedagogy
• Academic Unit or 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 and Youth
  Rumpus
• Copyright Holders
• © 2019 Informa UK Limited, trading as Taylor & Francis Group
• Depositing User
• Kieron Sheehy