Since the move towards inclusion in line with international trends and South Africa's attempts to address issues of marginalisation and discrimination amongst all learners, including those with special needs and disabilities, it has become evident on perusal of various research studies and reviews that there is an obsession with how far we have…

This paper draws on a large Australian commissioned research study that mapped classroom pedagogies called "productive pedagogies". The model of pedagogies derived from an admixture of theory and empirical observations and worked together what Fraser (1997) calls a politics of redistribution and a politics of recognition in its desire to…