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Critical Realism as a Lens for Analysing Inclusive Pedagogical Practice

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Title: Critical Realism as a Lens for Analysing Inclusive Pedagogical Practice
Language: English
Authors: Zitian Zeng (ORCID 0009-0008-9360-2305)
Source: Journal of Research in Special Educational Needs. 2026 26(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, Elementary School Teachers, Inclusion, Teacher Student Relationship, Educational Practices, Teaching Styles, Case Studies
Geographic Terms: Hong Kong
DOI: 10.1111/1471-3802.70090
ISSN: 1471-3802
Abstract: In many countries and regions, it is not uncommon that teachers express feelings of confusion and helplessness about enacting educational inclusion. It is criticised that current literature on inclusive pedagogies lacks meaningful engagement with tensions and dilemmas in both theory and practice. This paper illuminates this gap by reflecting on adopting critical realism as an analytic lens for a study researching the interplay between teachers' inclusive pedagogical practices and teacher-student relationships in Hong Kong primary classrooms. This research comprised case studies of four teachers and their relationships with two focus students each. It used teacher interviews and lesson observations as main sources of evidence. It applied critical realism as a theoretical lens to account for and make sense of the complexity of teachers' inclusive pedagogical practices amidst the dilemmas and contradictions in their working environments. Analysis revealed that utilising critical realism in researching inclusive pedagogical practice yielded a thorough understanding of various dynamic forces in the societal and systematic context that influenced classroom relationships and teachers' practices. The study concludes with the insight that it is essential to value what teachers can do in their intricate working contexts and strategically build on it, instead of grappling with what they lack.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503936
Database: ERIC
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  Data: Critical Realism as a Lens for Analysing Inclusive Pedagogical Practice
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  Data: <searchLink fieldCode="AR" term="%22Zitian+Zeng%22">Zitian Zeng</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0008-9360-2305">0009-0008-9360-2305</externalLink>)
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: 10.1111/1471-3802.70090
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  Data: In many countries and regions, it is not uncommon that teachers express feelings of confusion and helplessness about enacting educational inclusion. It is criticised that current literature on inclusive pedagogies lacks meaningful engagement with tensions and dilemmas in both theory and practice. This paper illuminates this gap by reflecting on adopting critical realism as an analytic lens for a study researching the interplay between teachers' inclusive pedagogical practices and teacher-student relationships in Hong Kong primary classrooms. This research comprised case studies of four teachers and their relationships with two focus students each. It used teacher interviews and lesson observations as main sources of evidence. It applied critical realism as a theoretical lens to account for and make sense of the complexity of teachers' inclusive pedagogical practices amidst the dilemmas and contradictions in their working environments. Analysis revealed that utilising critical realism in researching inclusive pedagogical practice yielded a thorough understanding of various dynamic forces in the societal and systematic context that influenced classroom relationships and teachers' practices. The study concludes with the insight that it is essential to value what teachers can do in their intricate working contexts and strategically build on it, instead of grappling with what they lack.
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