Policy versus practice: Exploring the state of inclusive education in marginalised urban public schools through a cultural-historical lens

Abstract

Although inclusive education was promulgated over two decades ago, research highlights persistent challenges in its implementation, particularly within the mainstream public schooling system serving historically disadvantaged communities. Guided by Cultural-Historical Activity Theory (CHAT) and anchored on a qualitative research approach, the study explored the state of inclusive education in under-resourced public schools situated in urban marginalised communities. Twelve members of School-Based Support Teams (SBSTs) from two mainstream schools in Soweto were purposively selected. Face-to-face interviews and review of SBST administrative files were used to collect data. Thematic results revealed a fundamental knowledge gap among SBST members, highlighting discrepancies between policy ideals and practice. Results indicated a systemic disjuncture between SBST procedures and District-level support, leaving teachers without adequate support. Results suggested that broader and peripheral socio-historical factors, including poverty, fractured family systems, and cultural differences, further complicated the implementation of inclusive support interventions. SBSTs reported that their responsibilities often conflicted with core teaching duties, resulting in overload, confusion, and frustration. Therefore, although inclusive education policies are clearly articulated, this study's findings identified major systemic barriers that continue to prevent the effective creation of inclusive learning environments in marginalised urban public schools.