The Presentation titled “Teacher agency as enabler of inclusive education in Nepal” is based on the study which aims at exploring how teacher agency has been shaped and contributing as enabler of inclusive education in resource scarce environment. In order to investigate aspects of inclusive teacher agency, the model developed by (Pantić & Florian, 2015) and elaborated by (Li & Ruppar, 2021) will be used. Inclusive teacher identity, Professional competence, Inclusive professional philosophy, Autonomy and Reflexivity will frame the aspects of inclusive teacher agency. To look into factors shaping teachers agency, the ecological model incorporated by Priestley et al. (2016) will be used. Iterational, Practical-evaluative and Projective elements will provide a theoretical framework to investigate what has shaped teacher agency in mainstream school.  This study will look into which envisions frames inclusive education among teachers so they can provide opportunities to students with disabilities in nearby mainstream schools. Placing this study in Nepal, the study aims to expand teacher agency shaped in a given cultural context to challenge ableism in education and to create anti ableist pedagogies(Nieminen & Pesonen, 2022).   

Eight qualitative interviews of teachers from four mainstream schools of Nepal using semi structured interviews for data acquisition. Participants will be selected purposively focusing on teachers who have positive experience on teaching students with disabilities. The experience of the teachers having disability themselves will be included in the study. Research participants will be from two urban and two rural mainstream schools.

Expected Key learnings from this study are: a) Insight into how deep cultural elements, societal context, personal factors and stake holders’ expectation shape the teacher agency which enables them to provide positive learning experiences towards students with disabilities. b) how teachers extend their role beyond classroom pedagogy to collaborate with parents and other stake holders. c) the role of responsibility and accountability experienced by the teachers to actively engage the inclusion of children with disability in the mainstream schools. d) Teachers’ role from advocate to counselor and good collaborator in the process of inclusion in school and society as well. The last part of this study will look into if these positive, innovative, teachers are contributing to the co-creation of the inclusive pedagogy within the classroom, or if limited sharing and collaboration is the reality in Nepali schools.

Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42-59. Nieminen, J. H., & Pesonen, H. V. (2022). Politicising inclusive learning environments: how to foster belonging and challenge ableism? Higher Education Research & Development, 41(6), 2020-2033. Pantić, N., & Florian, L. (2015). Developing teachers as agents of inclusion and social justice. Education Inquiry, 6(3), 27311. Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher Agency: An Ecological Approach. London: Bloomsbury Academic