Supportive mechanisms in enhancing teachers’ agency for inclusive educational practices in rural Lesotho schools

Abstract

Recently, the government of Lesotho has intensified its focus on promoting inclusive education across all sectors, driven by a commitment to enhance access to quality education and improve learners’ success. Despite these efforts, challenges persist, particularly in rural schools, which are often disadvantaged and face difficulties in fully implementing inclusive educational practices. Although the overarching goal of inclusive education remains vital for ensuring access and success for all learners, effective implementation necessitates enhanced teacher skills and knowledge. This paper explores the supportive mechanisms that enhance teachers’ agency for inclusive educational practices in rural Lesotho schools. It further examines their perspectives on fostering inclusive education. A qualitative transformative approach was adopted through a participatory case study design. Data were generated through focus group discussions with two groups of six teachers, totalling twelve participants, from two rural primary schools in Lesotho. These discussions were then analysed using a thematic approach. The findings illuminate supportive mechanisms that can enhance teachers’ agency in fostering inclusive educational practices. Additionally, the paper identifies a significant lack of explicit acknowledgement of teachers' agency within Lesotho's inclusive education practices. There tends to be a tendency to blame teachers rather than recognise and build upon their strengths. Consequently, acknowledging and leveraging teachers' resilience is highlighted as crucial. The paper advocates for the effective implementation of inclusive education in Lesotho by strengthening rural educators, emphasising the significance of an asset-based approach to challenge the notion of rural insufficiency rather than the richness of resources needed for successful inclusive education.