“I cannot do it alone”: Teachers as change agents for inclusive education.

Abstract

This is a study of three Tanzanian teachers’ efforts to implement new knowledge about vision and learning in their schools. We ask if capacity building supports the teachers’ ambitions and what barriers and possibilities they face in realizing more inclusive education (IE). The schools appear to have different cultures and space for supporting teachers’ efforts. The teachers find it hard being alone when implementing new capacity. We argue that the organization of the education sector may be a barrier to IE.