Abstract:
This article envisages children in Ugandan schools facing emotional exclusion due to a
system of grading based on examination scores. Despite wide discussions on inclusion
and diversity in education literature, little has been reported on actual systems and
processes that close out certain groups of learners. Isolating and teaching academically
weaker children separately from higher performers as commonly practiced in Uganda is
rarely subjected to discussion. While academically weaker children would in other
contexts be regarded as vulnerable or at risk, they are given more consideration to learn.
These children in Uganda silently harbor stigmatized feelings of abandonment thus
decreasing their self-esteem and undermining their struggle for academic achievement.
UNESCO’s broadened concept of inclusion in education, advocates for education for all
learners, respecting their diverse needs, abilities and characteristics. Basing on the theory
of non-abandonment and Paul Freire’s theory of inclusive pedagogies, field experiences
with primary school children in Uganda are used to point out the risk of emotional torture
associated with exclusionary practices in schools. Collaborative learning as a strategy for
aiding the teachers to engage meaningfully with learners. The study contributes on
literature of teaching practices that can either aid or hinder the learning of children in
schools.
