Critical liberatory inclusive pedagogy: arguing for a zero-defect discourse

Abstract

English: This article explores the discourses within critical pedagogy and inclusive education. It highlights the obstacles that academic institutions and educators need to overcome in order to realise an emancipatory and critical pedagogy. The article valorises muted voices and reflects on how the dominant discourse has camouflaged its hegemonic ideology while perpetuating the centre for dominance and pushing students with special educational needs to the periphery; actions which often make such students feel disempowered, disenfranchised, silenced and marginalised. A critical theory is applied in this article to cast light on exclusion, social injustice and marginalisation.

Afrikaans: Die soeklig word gewerp op diskoerse in kritiese pedagogie en inklusiewe onderwys, met spesiale klem op die struikelblokke wat akademiese instellings en opvoeders moet oorkom ten einde ’n emansiperende en kritiese pedagogie te verwesenlik. Die stemme van hulle wat die swye opgelê is, moet opklink. Daar word ook besin oor hoe die dominante diskoers sy hegemoniese ideologie vermom het terwyl die middelpunt vir oorheersing geperpetueer, en studente met spesiale onderwysbehoeftes uit-gestoot is. Sodanige studente voel soms dat hulle gemarginaliseer is: sonder mag, stemreg of seggenskap. ’n Kritiese teorie word aangelê om lig te werp op uitsluiting, maatskaplike ongeregtigheid en marginalisering.