Abstract:
The aim of this study was to understand the social and academic experiences of
girls with disabilities (GWD) in Zimbabwe’s inclusive secondary rural schools.
Guided by the concepts of the critical feminist disability theory, data were
collected through in-depth interviews with five purposefully selected girls with
physical and sensory disabilities and five special-needs teachers. The findings
reveal that, despite the presence of supportive attitudes and resource centres,
these GWD’s basic right to quality, inclusive education is negated in rural
schools. The research participants narrated their struggles with barriers created
by negative attitudes, resource constraints and inaccessible environments. The
intersection of gender, disability and rurality contour the experiences of GWD.
In particular, resilient patriarchal, religious and societal norms prefigure GWD
as abject beings, unworthy of investment by some parents, teachers and state
officials. Thus, the notion of inclusive education as adopted in Zimbabwean
official policies does not appear to be supported by the implementation or
awareness raising of teachers and school leaders in the Mberengwa district of
Zimbabwe’s Midlands Province.
