• norsk
    • English
  • norsk 
    • norsk
    • English
  • Logg inn
Vis innførsel 
  •   Hjem
  • Fakultet for lærerutdanning og internasjonale studier (LUI)
  • LUI - Masteroppgaver
  • LUI - Master i International education and development
  • Vis innførsel
  •   Hjem
  • Fakultet for lærerutdanning og internasjonale studier (LUI)
  • LUI - Masteroppgaver
  • LUI - Master i International education and development
  • Vis innførsel
JavaScript is disabled for your browser. Some features of this site may not work without it.

Children with Deafblindness and Inclusive Education, Leaving no-/someone behind

Verngård, Kenneth
Master thesis
Published version
Thumbnail
Åpne
Verngard_Kenneth.pdf (46.08Mb)
Permanent lenke
https://hdl.handle.net/10642/8212
Utgivelsesdato
2019
Metadata
Vis full innførsel
Samlinger
  • LUI - Master i International education and development [102]
Sammendrag
This qualitative study investigates the situation for children with deafblindness in Malawi and Zambia. The

study shows that the education systems in the two countries are heavily influenced by the global

architecture of education. Additionally, while inclusive education has the potential to be a counterhegemonic

discourse, the actual implementation in Malawi and Zambia is underpinned by the Western

educational discourse. The result is that the relevance and the impact of the inclusive education discourse

is heavily reduced. The direct impact for children with comprehensive and complex disabilities, such as

deafblindness, is that they experience being excluded and from education, and alienated by the very

discourse that claim to promote their inclusion.

This study has been carried out in five districts in Malawi and Zambia. A total of seventy-four parents,

teachers, and representatives from national and international NGOs have been interviewed. Seven schools

have been targeted by this research. Findings show that children with deafblindness are marginalized and

excluded in a number of ways. Factors that exclude all children, exclude children with deafblindness more.

Efforts to include children can have the opposite effect for children with deafblindness. For children with

deafblindness in Malawi and Zambia to see the right to education realized, the language of instruction

policy must be revisited, resource rooms must be constructed at all schools across Malawi and Zambia,

and teachers must be equipped with the knowledge they need to be able to provide quality education for

children with deafblindness.

There is a rising call to de-colonize education in the Global South. Inclusive education as a normative

theory has the potential to become a counter-hegemonic discourse that can transform education systems.

This can only happen if the inclusive education discourse is also de-colonized, and the voices of children,

parents and teachers in the Global South are heard.
Beskrivelse
Master i International Social Welfare and Health Policy
Utgiver
OsloMet - Oslo Metropolitan University

Kontakt oss | Gi tilbakemelding

Personvernerklæring
DSpace software copyright © 2002-2019  DuraSpace

Levert av  Unit
 

 

Bla i

Hele arkivetDelarkiv og samlingerUtgivelsesdatoForfattereTitlerEmneordDokumenttyperTidsskrifterDenne samlingenUtgivelsesdatoForfattereTitlerEmneordDokumenttyperTidsskrifter

Min side

Logg inn

Statistikk

Besøksstatistikk

Kontakt oss | Gi tilbakemelding

Personvernerklæring
DSpace software copyright © 2002-2019  DuraSpace

Levert av  Unit