TABLE OF CONTENTS; ACKNOWLEDGEMENTS; INCLUSIVE SCHOOLING AND EDUCATION IN AFRICAN CONTEXTS; INTRODUCTION; THE CHAPTERS; SUMMARY; REFERENCES; 1. EPISTEMOLOGIES OF INCLUSIVE EDUCATION AND CRITICAL REFLEXIVITY FOR PEDAGOGIC PRACTICES IN PRIMARY YEARS (4-11); ABSTRACT; INTRODUCTION; DERIVATIVES OF THE EPISTEMOLOGIES OF INCLUSIVITY; EVIDENCE FROM TRANSNATIONAL STUDIES; TRADITIONAL AFRICAN EPISTEMOLOGY AND INCLUSION; UNDERSTANDING DEVELOPMENT IN CHILDHOOD YEARS FOR INCLUSIVE PRACTICES; TEACHER EDUCATION; CONCLUSION; REFERENCES; 2. CREATING RIGHTS-BASED AND INCLUSIVE SCHOOLS IN SOUTH AFRICA

ABSTRACTTHE HISTORICAL CONTEXT OF INCLUSIVE EDUCATION IN SOUTH AFRICA; THE CONTEXT OF THE CHILD FRIENDLY SCHOOLS FRAMEWORK; THE SOUTH AFRICAN VERSION OF THE CHILD FRIENDLY SCHOOLS FRAMEWORK; A RIGHTS-BASED AND INCLUSIVE SCHOOL; SAFE, PROTECTIVE AND CARING SCHOOL ENVIRONMENTS; GENDER SENSITIVITY AND EQUITY PROMOTION; CONCLUSION; REFERENCES; 3. DISABILITY AND INCLUSIVE EDUCATION IN ZIMBABWE; ABSTRACT; THE AUTHORS' BACKGROUNDS AND VIEWS OF INCLUSIVE EDUCATION; INTRODUCTION; DISABILITY, INCLUSIVE EDUCATION AND DEMOCRATIC CITIZENSHIP EDUCATION PERSPECTIVE

CONTEXT OF INCLUSIVE EDUCATION IN ZIMBABWECONTEMPORARY INFLUENCES ON INCLUSIVE EDUCATION IN ZIMBABWE; POLICY INSTRUMENTS FOR INCLUSIVE EDUCATION SPACES; CHALLENGES TO INCLUSIVE EDUCATION IN ZIMBABWE; FUTURE DIRECTIONS IN INCLUSIVE EDUCATION AND DISABILITY STUDIES; CONCLUSION; REFERENCES; 4. PRACTICES AND OPPORTUNITIES OF INCLUSIVE EDUCATION IN BOTSWANA; ABSTRACT; INTRODUCTION; THE AUTHORS' VIEWS OF INCLUSIVE EDUCATION; DEFINITION OF INCLUSIVE EDUCATION; BOTSWANA
AN OVERVIEW; THEORETICAL DISCUSSION OF INCLUSIVE EDUCATION AND THEORETICAL IMPLICATIONS FOR THE AFRICAN SCHOOL CONTEXT

INCLUSIVE EDUCATION PRACTICES IN BOTSWANATHE CHILD-FRIENDLY SCHOOL POLICY; THE PASTORAL CARE POLICY; FUNCTIONAL INTEGRATION; LOCATIONAL INTEGRATION; 74POLICY FOUNDATIONS; CHALLENGES IN BOTSWANA; THE SCHOOL CURRICULUM; PROSPECTIVE SOLUTIONS; FAMILY AND COMMUNITY PARTICIPATION; RESOLVING BARRIERS TO ACCESS; TEACHER TRAINING; CONCLUSION; REFERENCES; 5. INCLUSIVE EDUCATION: A Tame Solution to a Wicked Problem?; ABSTRACT; INTRODUCTION: INCLUSION, EXCLUSION AND WICKED PROBLEMS; THE WICKED PROBLEM OF EDUCATIONAL EXCLUSION; THERE IS NO DEFINITIVE FORMULATION OF EDUCATIONAL EXCLUSION

EXCLUSION FROM WHAT?EXCLUSION FOR WHOM?; EDUCATIONAL EXCLUSION CAN BE A SYMPTOM OF ANOTHER PROBLEM; THE UNIQUENESS OF WICKED PROBLEMS; THE SOLUTION TO THE PROBLEM OF EDUCATIONAL EXCLUSION CANNOT BE TRUE OR FALSE, BUT GOOD OR BAD (OR BETTER OR WORSE); THERE IS NO TEST OF A SOLUTION TO THE PROBLEM OF EDUCATIONAL EXCLUSION, WITH EVERY ATTEMPT TO SOLVE IT COUNTING SIGNIFICANTLY; CONCLUSION; REFERENCES; 6. RETHINKING INCLUSIVE EDUCATION IN AN AFRICAN CONTEXT; ABSTRACT; INTRODUCTION; PAULO FREIRE'S CRITICAL PEDAGOGY AND INCLUSIVE EDUCATION; INCLUSIVE EDUCATION IN THE SOUTH AFRICAN CONTEXT