This study sought to interrogate how Ubuntu philosophy is embraced in the inclusive education (IE) for learners with conduct disorders (CDs) in primary schools in Nkayi, Matabeleland North Province in Zimbabwe from the perspectives of the school personnel and parents. Existing literature indicates that primary school learners experience conduct disorders that impacts negatively on their achievement and impending decision making. This in-depth study adopted a qualitative phenomenological research design as to understand teachers and parents’ experiences of the phenomenon. Data were gathered by use of interviews and participant observation. Data was analysed by the process of theme deduction through manual coding. Analysis followed Creswell and Creswell (2018) where data was transcribed, organised, carefully read and understood transcripts, coded and synthesised into categories. The interviews were voluntarily and anonymity was guaranteed. A total of 21 participants that consisted of six (6) school heads, six (6) school counsellors and specialist teachers and nine (9) parents across primary schools in Nkayi District were participants in the study.
This research purpose was to qualitatively understand teachers and parents’ experiences on embracing Ubuntu philosophy in IE for learners with CDs in Nkayi and establish ways that regards increasing learner’s access to quality education, participation and performance and mitigate challenges that hamper successful learning.
- Citation du texte
- Khumbulani Siziba (Auteur), 2022, Embracing Ubuntu Philosophy in Inclusive Education for Learners with Conduct Disorders, Munich, GRIN Verlag, https://www.grin.com/document/1700608
