04. Inclusive Education
Paper
Inclusive Education, Sustainability and Traditional Knowledge Transfer. Lessons Learned from Uganda and Austria.
Simon Reisenbauer1, Seyda Subasi Singh2
1Humboldt-Universität zu Berlin, Germany; 2University of Vienna, Austria
Presenting Author: Reisenbauer, Simon;
Subasi Singh, Seyda
Societal experiences of the contemporary world population consist of knowledge that evolved from indigenous knowledge that people conserved and transmitted over the decades. This knowledge shapes the way things are done, communication is achieved and relations are built (Bruchac, 2014). The skills, beliefs, values and knowledge of previous generations have been crucial worldwide to managing and sustaining the natural environment as well (Aluko, 2018). However, as Nakata (2002) discusses, colonial circumstances and chaos had a disruptive effect on the development, improvement and transfer of indigenous knowledge especially in developing countries, which kept indigenous knowledge away from formal education and formal curriculum and pushed it to informal education. The emphasis put on the necessity of following a westernized formal education policy did perpetuate the neglect of indigenous knowledge as well (Ogunniyi, 2015). As the focus has been on learning foreign languages, mastering natural sciences and building infrastructure, education systems have questioned the relevance and benefit of indigenous knowledge for education. The practice of indigenous knowledge as a part of informal education, on the other hand, achieves a sense of community, a common language, immediate learning resources and a knowledge transfer system between elderly and younger members of the community. With the increasing focus on sustainable knowledge systems and environments, the importance of indigenous knowledge for formal education systems has resurfaced.
Addressing indigenous knowledge and its integration into formal education and contemporary knowledge is asked for by many (Court & Wijeysuriya, 2015; Wuriga et al., 2020). In addition, access to systems of transfer and practices of indigenous knowledge should available for all memebers of society. As stated in the Sustainable Development Goals, sustainable development of education requires a strategy that adheres to the principles of inclusive education. To ensure inclusive and equitable education (SDG4) and to promote sustainable economic growth (SDG8), the integration of indigenous knowledge into the formal education systems should be achieved following an inclusive strategy.
In this research collaboration, practices of indigenous knowledge transfer with respect to bark cloth production in Uganda and inclusive vocational training in Austria are analysed. The focus of this paper lies on the participation in and exclusion from accessing indigenous knowledge.
Methodology, Methods, Research Instruments or Sources UsedIn Uganda representatives from (traditional) civil society are advocating for the integration of indigenous knowledge into the formal education systems. Through cooperation between the Nkumba University, Uganda and the University of Vienna, Austria, the integration of indigenous knowledge into the school curriculum in the Buganda Region in Uganda is studied and put into relation with the Austrian system of (inclusive) vocational training.
The paper engages in the question of how the contemporary understanding of indigenous knowledge is portrayed by various stakeholders and who is able to access and participate in those educational structures set up locally. To answer this question, qualitative interviews (Beins, 2019) with experts and practitioners of traditional knowledge, community members and organizations, local enterprises, and government officials were conducted. On the other hand, observations (Breidenstein, 2012) of traditional knowledge practices and learning structures in local communities and schools, as well as inclusive vocational and job-training structures accompanied the interviews. Data has been analysed mainly in group settings following Constructivist Grounded Theory (Charmaz, 2006)
The research was conducted in the Buganda Region of Uganda and Vienna, the capital city of Austria. Buganda region has a dependable indigenous knowledge structure that serves as a springboard for research activities. Additionally, the region has a favourable infrastructural establishment that enables less interrupted research progress in terms of travel and proximity aspects to the spectrum of indigenous knowledge that is intended for this research. The inclusion of marginalized groups, people with disability, and women in the revival of indigenous knowledge and its integration into formal education were the main topics of concern.
Conclusions, Expected Outcomes or FindingsThe preliminary findings based on the observations and interviews with the participants shed light on the processes of inclusion and exclusion in indigenous knowledge transfer. The presentation is based on accounts from participants as well as a historical perspective on inclusive practices in indigenous knowledge.
The dimension of access, such as societal, attitudinal and physical barriers to the community centres where knowledge transfer is being practiced, is closely linked to the status of indigenous knowledge in society. In particular, the paper critically reflects on different narratives with regards to access of vulnerable groups, such as women and people with disabilities and their integration into indigenous knowledge transfer and practices. In addition, the transfer of indigenous knowledge into the job market has been analysed in terms of its inclusivity and accessibility. The social and economic inclusion of people who are marginalized in society is rarely addressed in the planning and implementation of the indigenous knowledge by the relevant actors. Thus, adding to and fostering existing inequalities within the local communities.
Linking practices of indigenous knowledge transfer and inclusive education from Uganda and Austria provides the basis for a better understanding of local practices. The findings enable the (local) stakeholders to learn from the different contexts and to create a more inclusive and sustainable mode of practicing and transferring indigenous knowledge in society. Especially from an Austrian (European) perspective where vocational training is rarely connected to indigenous knowledge discourses and sustainability.
ReferencesAluko, Y. A. (2018). Women's Use of Indigenous Knowledge for Environmental Security and Sustainable Development in Southwest Nigeria. The International Indigenous Policy Journal, 9(3). DOI: 10.18584/iipj.2018.9.3.2.
Breidenstein, G. (2012). Ethnographisches Beobachten. In H. de Boer & S. Reh (Eds.), Beobachtung in der Schule - Beobachten lernen (pp. 27–45). Wiesbaden: Springer VS.
Bruchac, M. (2014). Indigenous Knowledge and Traditional Knowledge. In Smith, C. (Ed.), Encyclopedia of Global Archaeology, 3814-3824. New York: Springer. http://eprints.gla.ac.uk/1094/1/JBriggs_eprint1094.pdf [Accessed 28 August 2020].
Charmaz, K. (2006). Constructing grounded theory. London ; Thousand Oaks, Calif: Sage.
Court, S. & Wijeysuriya, G. (2015). People-Centred Approaches to the Conservation of Cultural Heritage: Living Heritage. Available at https://www.iccrom.org/publication/people-centred-approaches-conservation-cultural-heritage-living-heritage
Nakata, M. (2002). Indigenous Knowledge and the Cultural Interface: underlying issues at the intersection of knowledge and information systems. IFLA Journal 28, 5/6. p.g 286). Available at: https://journals.sagepub.com/doi/pdf/10.1177/034003520202800513 [Accessed 7 September 2020].
Ogunniyi, M. (2015). The educational and cultural values of Indigenous knowledge systems in modern society. Available at: https://www.researchgate.net/publication/286443923_The_educational_and_cultural_values_of_Indigenous_knowledge_systems_in_modern_society/link/5669763308aea0892c499b7c/download [Accessed 28 August 2020].
Wuriga, R, Musingafi, B. & Mugumbate, J. (2020). Lemba/remba indigenous knowledge and practice's contribution to community health and wellbeing in Zimbabwe and other parts of Africa. Available at https://ro.uow.edu.au/asshpapers/365/
04. Inclusive Education
Paper
Interaction with the Environment – part of the Education for Pupils with Intellectual Disabilities – or Not?
Pia M Nordgren1, Jörgen Frostlund2
1University of Borås, Sweden, Department of Educational Work; 2University of Borås, Sweden, Department of Educational work
Presenting Author: Nordgren, Pia M
This presentation gives some insight into ongoing work on the teaching practice regarding interaction and communication for students with intellectual disabilities in Swedish compulsory schools. The study is a partial result of the Interteach project, which is a national Swedish study carried out at the University of Borås, where we ask teachers about the teaching practice (regarding communication and interaction) encountered by pupils with intellectual disabilities. In a study by Frostlund & Nordgren (2022) it is established that there exists a teaching gap among Swedish compulsory schools for children with intellectual disabilities, i.e the evidence-based programs that are used, AAC, PECS, EIBI and TEACCH (Thunberg, 2007, Bondy & Frost, 2011, Klintwall & Eikeseth, 2014, Fletcher-Campbell, 2003, Mesibov, Shea & Schopler, 2004) differ within the country in regard to the teachers’ CPD and previous education. In addition, the established evidence-based teaching strategies do not always promote interaction and learning for pupils. Partial results of a current quantitative census survey will be presented together with some analyses of the presence of interaction in the teaching practice for pupils with intellectual disabilities in Sweden as a whole. The theoretical starting point for this study is that interaction is necessary in teaching and foundational to pupils’ learning in development of intersubjective understanding (Trevarthen, 1979).
The compulsory school for students with intellectual disabilities, i.e., the special school in Sweden, as well as schools in other Nordic countries are organized according to The Salamanca statement and Framework for Action in Special Needs Education (UNESCO, 1994), which means education should be employed from an inclusive perspective. The Nordic countries as well as many European countries ratified the Salamanca statement in 1994. During recent decades there has been an increasing demand for scientifically validated teaching practices in school due to a general understanding of the school system as problematic and lacking equivalence (Biesta, 2007; Levinsson, 2013; OECD, 2007). There is a lack of studies that focus on specific aspects regarding evidence-based teaching programs regarding communication and interaction för pupils with intellectual disabilities. In the current study the purpose is to investigate the teachers’ experiences regarding in what way interaction is part of their daily teaching of students with intellectual disabilities.
Research questions for the present study were:
- To what extent do teachers believe that it is important that students with autism and extensive communication difficulties have the opportunity to interact with their surroundings?
- To what extent do teachers believe that it is important to use communication maps for students with autism who have no communication skills?
- To what extent do teachers believe that it is important to use talking devices for students with autism without communication skills?
- Do teachers claim that students at their school work mainly independently on their work station?
- Do teachers claim that students at their school unit are given the opportunity for daily interaction with other students during teacher-led activities?
- Do teachers claim that the students at their school unit are given the opportunity for individual interaction in teaching with their teachers every day?
- Do teachers claim that the students at their school unit are given the opportunity to interaction with adults during the school day?
- Do the students at the teachers’ school unit get the opportunity for targeted language training with for example a speech therapist one to several times a week?
- What is the relationship between the attitudes (questions 1-3) and the extent to which the various evidence-based programs are used in Sweden as a whole?
- What is the relationship between the attitudes (question 1-3) and the extent as to which the students get the possibility to interact?
Methodology, Methods, Research Instruments or Sources UsedThe ongoing project Interteach is carried out at the University of Borås. In this Swedish national quantitative census survey, we ask all teachers in Sweden who are formally qualified and currently employed at Swedish compulsory schools for pupils with intellectual disabilities, questions about the teaching practice regarding interaction and communication. Research questions in the current study regard to what extent and in what way interaction is involved in the teachers’ daily work with the children. For the study a survey was conducted through the university web system Sunet survey and distributed to a total of 418 teachers that are formally qualified and currently employed at compulsory schools in Sweden for students with intellectual disabilities. The response rate, 403 teachers out of 418 teachers, was about 96%. The teachers in the current study teach students who are between 7-15 years old. 56% teach students 7-12 years of age and the remaining teachers work with students grade 7-9 (students between 13-15 years of age). The survey consisted of 19 closed and 1 open-ended question, where one question (question 19) is used for the present study and the other 18 questions are used in a previous study (Frostlund & Nordgren, 2022).
The ethical principles for Swedish research according to the Swedish Research Council are a ground for the present study. No unauthorized persons are able to process the information. In addition, neither the teachers, the schools or the pupils can be identified because the results are presented anonymously on regional, national levels. Also, we ourselves had no information about the specific individuals in the study. The respondents gave their informed consent when entering the study and filling out the survey.
Conclusions, Expected Outcomes or FindingsIncreased knowledge on evidence-based methods for pupils with intellectual disability in Swedish compulsory schools is expected to lay the ground for further studies, which may lead to development of the education för pupils with intellectual disabilities. This survey makes analyses of teachers’ experiences and views on their teaching practice possible on a national Swedish level, but the study may also have implications for evidence-based teaching in other Nordic countries as well as European countries and contribute to the discussion on evidence-based methods worldwide.
Based on a previous study (Frostlund & Nordgren, 2022) this study takes a further scope on the education for pupils with intellectual disabilities in Sweden and directs the attention towards interaction in education. A conclusion of the previous study was that the teaching profession is in need of scientific guidance in order to establish the best possible teaching practice for pupils with intellectual disabilities. The reason for this is that only a small proportion of teachers have received formal teacher training and CPD on evidence-based programs. The present study explores the relationship between to what extent pupils have the possibility to interact during the school day and the teachers attitudes on this matter.
ReferencesReferences
Biesta,G. (2007). Why ‘what works’won’t work: Evidence-based practice and the democratic deficit in educational research. Educational Theory, 57:1, 1-22.
Frostlund. J. & Nordgren, P.M (2022). Evidence-based teaching in Swedish compulsory schools for pupils with intellectual disabilities. Journal of Interactional Research in Communication Disorders, 14:1, 154-188.
Levinsson, M. (2013). Evidence and existence: Evidence-based teaching in the light of teachers’ experiences. [Evidens och existens: Evidensbaserad undervisning i ljuset av lärares erfarenheter]. Gothenburg studies in education science (report nr. 339). Göteborg: Acta Universitatis Gothoburgensis.
Levinsson, M. & Prøitz, T.S. (2017). The (non-)use of configurative reviews in education. Education Inquiry, 8:3, 209-231.
Organization for economic co-operatoin and development OECD (2007). Evidence in education: Linking research and policy. Paris: Centre for Educational Research and Innovation.
Trevarthen, C. (1979). Communication and cooperation in early infancy – a description of primary intersubjectivity. In M. Bullowa (Ed). Before speech: The beginning of interpersonal communication (pp. 321-347). Cambridge; Cambridge University Press.
|
