Reframing policy trajectory for inclusive education in Malawi

This qualitative study proffers ways of reframing the policy trajectory for inclusive education in Malawi. The involved a document review policies and strategies in-depth semi-structured interviews with mainstream teachers at secondary school results from show that framing regarding pedagogy as an educational practice is influenced solely by learners' cognitive proficiencies. However, analysis points towards multi-scalar pedagogical responses to education. Therefore, I argue ignores crucial interactive schooling systems such onto-pedagogical framings specialists shape context inclusivity. concludes formulation implementation requires interactions among across systems, specialist teachers, not merely attending epistemological needs learners. recommend bio-ecological could help Malawian other southern African use different factors influence