Positioning the individual teacher in school-based learning for inclusion

This paper reports on a critical ethnographic case study investigating teacher learning in a primary school in South Africa. A qualitative research methodology within a cultural-historical activity theoretical (CHAT) framework was employed. The learning trajectories of two teachers are presented spawning questions on how the empirical relationship between individual (teacher) and social (school as system) could be represented within CHAT. It is possible to argue theoretically for an agentive positioning for the two teachers allowing for the possibility that elements of this project will be sustained.