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What is inclusion? Children perspective on education at primary schools in rural Afghanistan.

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Title: What is inclusion? Children perspective on education at primary schools in rural Afghanistan.
Authors: Trani, Jean-Francois1,2 (AUTHOR) jtrani@wustl.edu, Gettinger, Kate3 (AUTHOR), Kaplan, Ian4 (AUTHOR), Wang, Zijing1 (AUTHOR), Rfat, Mustafa1 (AUTHOR), Zhu, Yiqi5 (AUTHOR), Hashim, Rawab4 (AUTHOR), Bakhshi, Parul6 (AUTHOR)
Source: Research in Comparative & International Education. Dec2024, Vol. 19 Issue 4, p523-551. 29p.
Abstract: Inclusive education remains a distant goal in Afghanistan threatened by issues of discrimination based on gender, disability, ethnicity, cultural beliefs and socioeconomic status. To promote more inclusive practices, we conducted 120 participatory workshops in three rounds, including 1187 volunteer children aged 9 to 12 years old from grades three, four and five in 40 primary rural schools of Badakhshan, Ghazni and Takhar provinces of Afghanistan between 2018 and 2021. Children described inclusion as the combination of allowing all children to access school and to effectively learn. Children were able to meaningfully define the state of education while articulating coherently what motivates them, their teachers, and parents and what actions need to be taken to improve the whole school system. In a political context limiting girls' education, children voiced their need for a school environment that is enriching, supportive and adapted to their needs and expectations to keep motivated and engaged. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:Inclusive education remains a distant goal in Afghanistan threatened by issues of discrimination based on gender, disability, ethnicity, cultural beliefs and socioeconomic status. To promote more inclusive practices, we conducted 120 participatory workshops in three rounds, including 1187 volunteer children aged 9 to 12 years old from grades three, four and five in 40 primary rural schools of Badakhshan, Ghazni and Takhar provinces of Afghanistan between 2018 and 2021. Children described inclusion as the combination of allowing all children to access school and to effectively learn. Children were able to meaningfully define the state of education while articulating coherently what motivates them, their teachers, and parents and what actions need to be taken to improve the whole school system. In a political context limiting girls' education, children voiced their need for a school environment that is enriching, supportive and adapted to their needs and expectations to keep motivated and engaged. [ABSTRACT FROM AUTHOR]
ISSN:17454999
DOI:10.1177/17454999241292414