ABSTRACT
Arguably, critical educational research on inclusive schooling in Africa has two challenges. First, critical studies must interrogate existing approaches and practices that alienate minorities and then suggest specific, creative ways for transforming conventional schooling so that it better serves the needs of diverse student bodies. Second, to ensure a sustained contribution to social development, educational studies must demonstrate how the knowledge obtained in individual schools, colleges and universities can be used effectively to contribute to the formulation of comprehensive strategies for genuine and fundamental structural change. This paper provides significant lessons on how discussions about ‘inclusivity’, ‘minority’ and ‘difference’ can inform debates about educational change and guide broad policy initiatives towards inclusive schooling in local, national and transnational settings. From the vantage points of diverse subjects (students and educators) this paper uncovers local Ghanaian conceptions of social difference in schooling practices and initiatives.
