Intervention Research for Social Justice in South African Education

Session Type: WERA Symposium

Abstract

We use three studies to explain how intervention research can serve as emancipatory design for social justice and cohesion in an emerging economy education context. We start the conversation by presenting baseline findings of teacher practices regarding the teaching of English language remote South African primary schools (Marisa Leask). We then explain how intervention research serves as a mechanism for higher education research and training to drive a social justice agenda in education (Liesel Ebersöhn). Intervention research for social justice in education in South Africa also needs to extend beyond school-based partnerships. In a last presentation we explain how intervention research is used with lay counsellors at a drop-in centre to promote their capacity to provide homework support to students.

Sub Unit

• World Education Research Association

Chair

• Lori Diane Hill, American Educational Research Association

Papers

• A South African Case Study of Teaching English as an Additional Language in Two Remote Primary Schools - Margaret Funke Omidire, University of Pretoria; Marisa Leask, University of Pretoria

• Using Intervention Research to Promote Lay Counselor Support to Students in an Urban South African Neighborhood - Motlalepule Ruth Mampane, University of Pretoria

• A South African Case Study of Teaching English as an Additional Language in Two Remote Primary Schools - Liesel Ebersohn, University of Pretoria