ICT Policy-Praxis: Empowering Teachers in Inclusive Policymaking

• In Event: Unforgetting Methods: Reimagining Policy Analysis for Complex Educational Futures

Abstract

This study set out to determine how Q-methodology presents a process of critical reflection and informed action, in an attempt to bridge the gap between policy formulation and praxis. Teachers are positioned on the cusp of where policy meets practice, but are excluded as significant actors. The voluminous extant literature promotes the notion that teachers are critical actors in policy formulation for successful implementation, however there is a significant dearth of literature that describes exactly how to include these vital actors into the policy-making process. This study proposes an inclusive approach in education policy development. How in our busy practice may we produce evidence that might be useful to include teachers in the process of policymaking?

Authors

• Thirusellvan Vandeyar, University of Pretoria

• Saloshna Vandeyar, University of Pretoria