Demystifying inclusion: implications for more sustainable inclusive practice

Sulochini Pather

Research output: Contribution to journalArticlepeer-review

25 Citations (Scopus)


This paper argues that in the pursuit of influencing inclusive education development, definitions of inclusion have been promulgated that remain a distant concept in the minds of the most significant partners in this process, i.e. teachers and schools. This is despite best efforts to share ideas for sustainable change based on such definitions. Based on the author’s experience of being a researcher in an inclusive education project in South Africa and subsequent attempts to influence sustainable development at a secondary school in the project, it is argued that a demystification of the term ‘inclusion’ or related terms such as ‘inclusive education’ is necessary to the process of engagement with schools to bring about more sustainable change.
Original languageEnglish
Pages (from-to)627-643
JournalInternational Journal of Inclusive Education
Issue number5-6
Publication statusPublished - 1 Oct 2007
Externally publishedYes


Dive into the research topics of 'Demystifying inclusion: implications for more sustainable inclusive practice'. Together they form a unique fingerprint.

Cite this