Educational and Digital Divides in Inclusive Education
The Case of Video Materials for Teacher Training in Uganda
How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.
Copyright (c) 2020 Per Hetland, Proscovia Suubi Nantongo
This work is licensed under a Creative Commons Attribution 4.0 International License.
Seminar.net is a fully open access journal, which means that all articles are available on the internet to all users immediately upon publication. Non-commercial use and distribution in any medium is permitted, provided the author and the journal are properly credited. The journal allow reuse and remixing of content in accordance with a Creative Commons license CC BY
- The journal allows the author(s) to hold the copyright without restrictions.
- The journal allows the author(s) to retain publishing rights without restrictions.
- Seminar.net does not charge authors for publishing with us.