Inclusive Education under Resource Constraints: Bricolage as Practice by Multiple Actors in Chinese Public Schools
Abstract
While challenges related to resource constraints in inclusive education are widely acknowledged, some schools have still achieved positive outcomes despite limited resources. This study investigated how multiple actors in Chinese public schools engage in bricolage practices to implement inclusive education under resource constraints. Employing a qualitative research approach, the study conducted interviews with two principals, two administrators, and three frontline teachers from two public middle schools and two public elementary schools. The findings revealed that principals, administrators, and teachers, operating within resource constraints, have developed position-specific bricolage practices that contribute to effective inclusive education delivery.
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