Beyond intentions: Problematising policy–practice challenges for inclusive education and social justice in South Africa
DOI:
https://doi.org/10.17159/2520-9868/i96a05%20Keywords:
Critical analysis, Education White Paper 6, full-service schools, inclusive education, education policy, inclusive schools, social justice, What’s the Problem Represented to be (WPR)Abstract
This paper offers a critical analysis of inclusive education (IE) policies in South Africa, contextualised within global frameworks such as the 1994 Salamanca statement and UN Sustainable Development Goals. It examines the complexities of policy implementation, particularly regarding recognition, redistribution and representation to address diverse student needs and identities, as well as ensuring democratic inclusivity and equitable resource allocation. Tracing the evolution of policies from Education White Paper 6 (EWP6) to recent assessments such as the 2023 Parliamentary Progress Report, it identifies discrepancies between policy intentions and practical applications. This study enriches the discourse on educational equity and social justice by shedding light on the challenges of operationalising IE in diverse settings and the implications of policy assumptions for achieving genuine inclusion. By exploring these complexities, it contributes valuable insights into fostering inclusive educational environments that align with global aspirations, while acknowledging local realities in South Africa and beyond.
