Theses (M.A.)--Marshall University, 2004. / Title from document title page. Includes abstract. Document formatted into pages: contains 52 p. Bibliography: p. 38-43.

Since 1994 all education policy documents that have emerged in South Africa have stressed the principles of social justice and inclusion by foregrounding issues of equity, redress, quality education for all, equality of opportunity, and nondiscrimination. This study examined inclusionary and exclusionary attitudes and practices at a School of Industry for Girls in South Africa. The research was conducted in the qualitative research paradigm, and took the form of a small-scale ethnographic case study. The data collection techniques included observations and used observations, document analysis, questionnaires and semi-structured interviews. The findings revealed that learners experience various barriers to learning and participation that are clearly embedded in the ethos, curriculum and cultures of the school. Various discriminatory attitudes and practices play themselves out and reflect an intersection of racism, gender discrimination and ableism. The study points towards the need for management and staff in collaboration with learners to interrogate and work towards minimising these exclusionary attitudes and practices prevalent at the school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2001.