Inclusive Pedagogy in Rural Primary Schools: A Case Study from Bangladesh

Authors

• Ayesha Rahman — Institute of Education and Research, University of Dhaka, Bangladesh Corresponding
• Prof. Jahid Siraz Chowdhury — Thesis Publisher Malaysia

Contributors

• Dr. Farhana Akter — Academic supervision (University of Dhaka, Bangladesh)
• Bangladesh Education Research Council — Funding (Dhaka, Bangladesh)
• Rural Schools Research Team — Fieldwork support and data collection (University of Dhaka, Bangladesh)

Abstract

This study examines how inclusive pedagogical practices are enacted in rural primary schools in Bangladesh, where large class sizes, limited resources, and linguistic diversity shape everyday teaching. Drawing on classroom observations, teacher interviews, and document analysis across four schools, the research identifies three recurring strategies: differentiated grouping, community-linked learning tasks, and peer-mediated support. Findings suggest that inclusive pedagogy is not merely a policy aspiration but a situated practice negotiated between teachers, families, and local norms. The paper contributes to debates on teacher education, curriculum studies, and socially just schooling in the Global South by showing how context-sensitive pedagogy can widen participation without relying on imported models alone.