Inclusive Participation in Secondary Education: A Phenomenological Investigation

In the last few decades tremendous progress has been observed in the field of Secondary Education in India in spite of enumerable challenges. However, the very essence of participation of each student in teaching learning process as per their pace and need is seemed to be received inadequate attention of the researchers and policy makers. Therefore, this study In tends to investigate the lived experiences of Secondary School Teachers of Malkangiri District in Odisha and find out how they do conceptualize inclusive participation and how they do implement it in their respective classroom teaching learning process. In this venture, qualitative approach with phenomenological research design has been adopted for this study and purposive sampling has been employed by the Researcher for data collection. The findings of the study highlights the conceptual makeup of the Secondary school teachers about inclusive participation and challenges they face while implementing it in their classroom teaching learning process and explore a suggestive framework for wider application.

• Inclusive participation
• secondary school
• teaching learning process

BiswalKalyani(2020).Inclusive Participation in Secondary Education: A Phenomenological Investigation IPEM JOURNAL OF INNOVATION IN TEACHER EDUCATION, 5(1), 19–24.