Abstract:
The study explored the understanding and implementation of inclusive education in an independent Jewish community
school; a school with a community ethos of care and belonging, whose context is, by definition, exclusionary on the grounds
of a particular social category – religion. However, this exclusionary agenda positioned the school as inclusive on the grounds
of strong communal values. Nevertheless, the school struggled with difference and diversity despite its purportedly strong
communal spirit and religious culture. Further, it is arguable that the challenges encountered by the school may be indicative
of the emergent economic context of South Africa where aspiration is often thwarted by economic realities. This study relied
on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The
participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. Guided
by Lewin’s theory of planned change, the study identified four belief systems which influenced the way inclusive education
was both understood and practised in this school. The study argued for the recognition of the importance of different belief
systems in the implementation of inclusion in South Africa.
