Work

Perceptions of inclusion among parent members of school governing bodies in South Africa

Year: 2025

Type: article

Abstract: School governing bodies (SGBs) are expected to be channels for democracy, equity and equality. The literature, however, suggests that SGBs in South Africa perpetuate apartheid‐era practices by excluding learners from schools. While a large volume of literature describes the important role parents play in implementing inclusion at schools, there is a dearth of literature regarding the role of parents as SGB members. This qualitative study ascertained the perceptions of parent members of SGBs towards inclusion and how these perceptions impact the parents' role in the implementation of inclusion within the context of South African mainstream primary schools. This was achieved using nine semi‐structured interviews and 40 surveys. Five core themes emerged from Braun and Clark's content analysis. The study revealed that parent members of SGBs do not fully understand the concept of inclusion, focusing instead on tangible elements to the exclusion of more abstract elements of inclusion. This narrow focus may impede parents' ability to promote inclusion within their role as SGB members.

Source: British Journal of Special Education

DOI: 10.1111/1467-8578.70003

Author: Anwynne Kern

Institution: University of the Witwatersrand

Language: English

Topic: Parental Involvement in Education

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Reduced inequalities, Quality education, Peace, justice, and strong institutions

Open Access status: hybrid

Estimated APC paid: $2,900