Mitigating policy-to-practice disparities in inclusive education from a bioecological systems perspective: The case of selected secondary schools in the Lower Shire, Malawi

Abstract

In this study I used a qualitative phenomenological research design to investigate strategies to mitigate policy-practice mismatches and  enhance inclusive education in Malawi. Previous research studies revealed policy-to-practice disparities in Malawian inclusive education.  However, the studies fell short in proffering strategies to mitigate the disparities and enhance inclusive education. I argue that effective  strategies that could lessen policy-to-practice mismatches and advance inclusive education primarily rest with mainstream teachers, as  they mediate policy and practice. I draw on Urie Bronfenbrenner’s (2005) bioecological systems perspective to form theoretical and  analytical frameworks for understanding the problem and discussing the findings. Sixteen in-depth, face-to-face interviews were  conducted with purposely selected teachers from 4 mainstream secondary schools in the Lower Shire, Malawi. I found that some  mainstream teachers resist inclusive education and would like learners with disabilities to return to special schools, thus refuting policy  directives. As a way forward, I recommend that future policy formulation and implementation in Malawian mainstream education should  consider a bioecological systems approach through which policymakers interact with mainstream teachers to improve their perspectives and practices regarding inclusive education. The recommendations made may inform fundamental discourses for inclusive education in  primary and secondary schools in Malawi and beyond.