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- W4384209967 abstract "Since 1994, several countries shifted in paradigm from exclusive to inclusive education in compliance with civil rights movements as expressed in global human rights instruments. Inclusive education optimizes access, participation, acceptance, and success of all students including those who could have failed to qualify for admission into their neighbourhood schools or could have been placed in educational settings other than regular schools. These values of inclusive education are not foreign to Africa because they are entrenched in the lifestyles of its habitants and have, thus, always been in existence. Nevertheless, comparable to other epistemologies, African values have been marginalised referred to negatively with such phrases as ‘barbaric, ‘primitive,’ ‘pagan,’ ‘outdated’ and/or ‘archaic’. European epistemology overrode African epistemology. Embedded in humanness and human welfare, prioritization of human needs, moral values, dignity and interest of individuals, African values including the morality of care speaks to inclusive education. Nevertheless, not all African values resonate with inclusive education. The current chapter widens and deepens understandings of the consequences of marginalization of African values including humanness, interdependence, and communalism in exploring inclusive education. This includes the entrenchment of the definition and rationale of inclusive education and global human rights instruments underpinning the educational practice in African values as well as implications and conclusion." @default.
- W4384209967 created "2023-07-14" @default.
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- W4384209967 date "2023-01-01" @default.
- W4384209967 modified "2023-09-24" @default.
- W4384209967 title "Consequences of Marginalization of African Values in Exploring Inclusive Education" @default.
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- W4384209967 doi "https://doi.org/10.1007/978-3-031-31115-4_14" @default.
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