Exclusion, Diversity and Inclusion

Kanyopa, Theresia Joakim

doi:10.1007/978-3-031-43752-6_1

Cited by 3 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Implicit in defining the term learner integration in Tanzanian school settings, the concept is viewed as an ethical process that involves continuous cordial communication among the school management team, teachers, and parents and between learners in an educational setting (Cerna, 2019;Shayo, 2022;Kanyopa, 2023). With the circular movement, the theory intends to empower diverse stakeholders to address the challenges that cause ineffectiveness in learner integration implementation within Tanzanian school settings and to add value to learners' lives (Hakim & Bukhori, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Tanzanian learners in both primary and secondary schools navigate various forms of diversity -geographical, linguistic, religious, and human -which necessitate integration and inclusion in schools, vital for societal coexistence and progress. http://ijlter.org/index.php/ijlter Scholars have argued that it is essential for African nations to integrate learners in schools to balance cultural, linguistic, and identity relationships among learners, teachers, parents, and other staff in the school (Doyi, 2023;Kanyopa, 2023). In recognition of the UN agenda for 2063 emphasizing Africa's regional integration index, Tanzanian policies target marginalized groups and individuals, especially those with disabilities, aiming for equitable civic participation and rights (Walus, 2019;Sumara, 2022).…”

Section: Tanzanian Education: a Historical Backgroundmentioning

confidence: 99%

See 1 more Smart Citation

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

Kanyopa,

Makgalwa

2024

IJLTER

View full text Add to dashboard Cite

This paper introduces the learner integration wheel (LIW) theory of practice, which was developed in a larger study that explored the understanding and enhancing of learner integration in a selected Ex Model C school in South Africa. The larger study explained the LIW theory of practice as an alternative theory to change the rudimentary practices and programs and peoples’ attitudes in multicultural learning settings towards the issue of learner integration in South African school settings. In this study, the LIW theory of practice is introduced as a novel framework to address learner integration challenges in Tanzanian school settings. The study employed multi-stakeholder meetings and reflective writing activity to generate data. Data generated were thematically analyzed. The perspectives of eight participants (four teachers and four learners) who were purposively selected were explored regarding the challenges and possible solutions on the issue of learner integration in Tanzanian school settings. Findings reveal that learner integration is a crucial component in Tanzanian school settings as it enhances learners’ motivation and personalities and helps them to attain their full potential. In addition, the findings reveal that it is important for schools to work collaboratively with the community for the successful implementation of learner integration in school settings. The study maintains that implementation of learner integration through the fundamental practices and programs of the LIW theory of practice promises to benefit not only the learners but also the teachers and the entire Tanzanian school community.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Tanzanian Education: a Historical Backgroundmentioning

confidence: 99%

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

Kanyopa,

Makgalwa

2024

IJLTER

View full text Add to dashboard Cite

show abstract

“…While it affects individuals of all backgrounds, including rural learners, the specific dynamics and challenges faced by rural communities can contribute to the impact of bullying on learners' mental health (Hinduja & Patchin, 2018). First of all, rural communities often have limited mental health resources and support networks compared to urban areas (Kanyopa, 2023). Such a lack of access to mental health services can leave bullied learners feeling isolated and without adequate help, exacerbating their distress.…”

Section: On Causes Of Suicide Among Rural Primary School Learnersmentioning

confidence: 99%

“…To mitigate bully among rural primary school learners, the rural communities should have adequate mental health resources and support networks to deal with learners' violent behaviours and causes that lead learners to have aggressive behaviours (Kanyopa, 2023). This lack of access to mental health services can leave bullied learners feeling isolated and without adequate help, exacerbating their distress.…”

Section: On Ways Of Reducing and Mitigating Suicide The Participants ...mentioning

confidence: 99%

Suicide Among Rural Primary School Learners in Zimbabwe: An Epidemic in Need of Mitigation

2024

FeD

View full text Add to dashboard Cite

The alarming rise of suicide cases among rural primary school students in Zimbabwe has become a major concern, as there is a significant lack of research on the root causes of suicide and effective prevention methods. This article aimed to address that gap by exploring Zimbabwe rural primary learners' perspectives on the factors driving them to engage in suicide and possible interventions by the Government of Zimbabwe and other stakeholders in order to curb this troubling trend. This qualitative study, drawing upon socio-cultural theory, held focus groups with 12 learners from the Mahoto rural area in Masvingo North Constituency. The aim was to understand the lived experiences and factors that contributed to suicidal thoughts among primary school learners. Through thematic analysis, key patterns were identified. This research on suicide among rural primary school students in Zimbabwe filled a crucial gap in the literature and held both theoretical and practical implications. The unique context of suicide within this demographic in a rural setting warrants further investigation. By shedding light on the factors contributing to this epidemic, the study can inform targeted interventions and mitigation strategies, ultimately leading to the protection and well-being of vulnerable young learners in Zimbabwe's rural areas. Early research indicates that many rural primary school students who lack access to counseling may be at risk of academic difficulties and even premature death by suicide. This highlights the need for Zimbabwe's Government through Ministry of Primary and Secondary Education to urgently deploy professional counsellors to provide professional counselling to learners. By amplifying the voices of marginalised rural learners who have been directly impacted by the suicide epidemic, this study aimed to develop practical solutions to prevent further tragedies and improve the mental health of Zimbabwean rural learners.

show abstract

Positions of Leaders — Principals of Inclusive Schools: Foreign Discourse

Volosnikova,

Fedina,

Bruk

2024

Social Psychology and Society

View full text Add to dashboard Cite

Objective. A review and theoretical analysis of scientific publications on the topic of leadership in an inclusive school and posted on the SpringerLink and Taylor & Francis Group platforms. Background. After the adoption of the Salamanca Declaration (1994), inclusion occupies an important place on the agenda of educational transformations. Its vector is to find ways to increase the participation and learning of students from socially vulnerable groups and those at risk of exclusion in school and beyond. The scientific relevance of the problem lies in the fact that, despite the importance of leadership in inclusive education, there are critically few works devoted to this topic, especially in Russia. Methodology. Theoretical analysis of literary sources, analytical and synthetic method of bibliographic search, generalization, method of comparative analysis. Conclusions. Leadership is seen as a discourse and practice. The article presents the main styles of educational leadership, special attention is paid to the theories of transformational and distributed leadership. The tools of leadership research in inclusive education are described. The position of school principals regarding diversity is one of the determining factors of the success/failure of school inclusion. Leadership style significantly affects the views, behavior, communication of teachers, their self-efficacy, and learning strategies. The attitude of school principals to inclusive education is determined by three groups of factors: 1) related to children (type of disability, for example); 2) related to the environment – cultural, historical and organizational (resources); 3) related to the personality of the director (gender, age, qualifications, inclusive training, self-efficacy, experience, values). The prospects of the research are the development of a theory of inclusive education management based on the integration of transformational and distributed leadership/ The study of the influence of the leadership style of Russian school principals on the attitude of teachers to inclusive education, their teaching strategies.

show abstract

Exclusion, Diversity and Inclusion

Cited by 3 publications

References 19 publications

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

The Learner Integration Wheel Theory: Addressing Integration Challenges in Tanzanian School Settings

Suicide Among Rural Primary School Learners in Zimbabwe: An Epidemic in Need of Mitigation

Positions of Leaders — Principals of Inclusive Schools: Foreign Discourse

Contact Info

Product

Resources

About