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• W227478072 abstract "This article reported accounts of educational jeopardy in ABC Secondary School (pseudonym) in eastern Ethiopia. The data were collected through school and classroom observations and from the reflections of schoolteachers, school administrators, school pupils, and University student teachers. The critical ethnographic research approach used in this study revealed that there was real student disengagement during the learning process. The article pointed out the historical base of blaming students for disengagement in the educational processes in the classroom and their other untenable behaviors. The article argued that stating students are unwilling or unmotivated to learn was one aspect of explaining problems as caused mainly due to the deficiencies of the victim and seeking solutions in changing the victim rather than addressing the core cause of the problem. INTRODUCTION The article attempted to provide readers with multiple accounts of educational jeopardy in a remote Ethiopian high school, some challenging historical trajectories of the school and the socioeconomic realities that surround its day-to-day educational activities. The name of the school is ABC Senior Secondary School (hereafter, ABC). THEORETICAL FRAMEWORK There are factors that impede inclusive education. Today, inclusive education has become a firmly established policy imperative. It is the entitlement of learners to quality education, irrespective of their social, economic, cultural, or ethnic differences or dispositions. It is about embracing educational values of equity, diversity, and social justice (Ainscow, 2000; Moran, 2007). Inclusive education, therefore, is about integrating the marginalized into mainstream education and preparing them to be active participants in the social, political, educational, and social affairs of their society. It is also concerned with how to understand and tackle the educational disparities and inequalities framed along the lines of ethnicity, culture, language, religion, gender, and class vis-avis the dominant school and community cultures, attitudes, stereotypes, and practices that jeopardize the equity, voice, and agency of learners (Lindsay, 2003). There are five general concerns of inclusion. The first concern of inclusive education is disability and special needs. The main aim of this type of inclusive education is to protect children and adults who are discriminated against due to their observable physical or mental impairments. The second concern is with disciplinary exclusions. This type of inclusion is about how to reduce the number of children who are pushed out of schools due to their disciplinary misconduct and it aims at attracting those students back to the school. The third concern of inclusive education is for all groups vulnerable to exclusion. For example, this is done through overcoming discrimination and segregation of some groups on the basis of their ethnic, class, gender, or regional origins. The fourth concern of inclusive education is the promotion of a school for all. This type of inclusion relates basically to the development of common schools and to ensuring working educational and institutional practices that enable learners to attain a comprehensive education. Incorporating learners in the school system and engaging their minds in the learning process and also recognizing their linguistic, educational, and attitudinal uniqueness and their effect on the integration can be grouped under this category. The final category is inclusion as education for all and targets at developing education within communities. As one can see, there are no razor sharp distinctions between the divisions of inclusion. For example, the final division, which is education for all, can subsume the rest of the divisions (Ainscow & Cesar, 2006). In this article the author emphasized that inclusive education is part and parcel of putting inclusive values into education, human relationships, and the learning process. …" @default.
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• W227478072 date "2008-04-01" @default.
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• W227478072 title "Educational Jeopardy and Its Impact on Inclusive Education: A Critical Ethnographic Account from a Remote Ethiopian High School." @default.
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