Cultivating Joy Through Inclusion: Teachers’ Practices Supporting Young Learners with Dyslexia in Zimbabwean Mainstream Classrooms

Abstract

Amid persistent resource shortages and exclusionary instructional practices, learners with dyslexia in mainstream classrooms are often portrayed through deficit-focused narratives that emphasise struggle and remediation. This study examines how joy functions as a pedagogical tool within inclusive teaching strategies in Zimbabwean primary schools. The study adopted a qualitative design involving twenty-four (24) primary school teachers from Chivi District, selected through convenience sampling based on their experience teaching learners with dyslexia across Grades 1 to 7. Data were generated through classroom observations and semi-structured interviews, enabling an in-depth exploration of teachers’ practices and perspectives. Findings indicate that teachers can intentionally cultivate joy through relational care, adaptable instruction, and supportive learning environments. Joy was specifically fostered through multimodal teaching approaches, collaborative activities, and the normalisation of learner differences, allowing learners with dyslexia to engage meaningfully and experience success. These practices enhanced learner participation and agency while also strengthening teachers’ professional commitment and sense of purpose within challenging contexts. The analysis reveals that joy is actively produced through deliberate inclusive teaching choices that challenge deficit-based models of disability. By foregrounding joy in inclusive education, the study contributes to discussions on justice-oriented pedagogy and reframes inclusion as a space of possibility rather than mere accommodation. Overall, the study argues that a joy-centred approach offers a valuable pathway for promoting both learner development and teacher resilience in mainstream classrooms.