Abstract
This study explored parental involvement in promoting inclusive education practices within a township school in Orange Farm, Johannesburg, Gauteng Province. The research was conducted in the context of South Africa’s on-going struggle with educational inequalities, where socio-economic challenges and historical legacies continue to hinder inclusive schooling. The problematic addressed is the limited and inconsistent engagement of parents in township schools, which restricts their ability to contribute meaningfully to inclusive practices. Guided by a decolonial theoretical framework and an interpretivist paradigm, this qualitative study employed semi-structured interviews, questionnaires, and focus group discussions with parents and teachers, and through thematic content analysis revealed that active parental participation is crucial for bridging school–community gaps, improving learner outcomes, and fostering inclusive practices. However, barriers such as poverty, limited awareness, and communication challenges persist. The study concludes with recommendations to strengthen parent–school partnerships, enhance communication strategies, and provide training on inclusive education principles.