A Snapshot of Action Research in and by Higher Education in Southern Africa

• In Event: International Action Research: Sharing Public Scholarship in Diverse Global Educational Contexts

Abstract

Abstract
In a region where poverty and disadvantage is endemic to most of the population, there is a need to embrace conceptualizations of research and knowledge that challenge traditional understandings that may no longer be relevant for social scientists tasked with addressing extremely complex issues such as HIV and AIDS, poverty, gender inequality, violence and other social injustices common in the region (Wood, 2014). As academics, we believe we have a moral imperative to speak out against injustices that prevail in society; and to “offer a vision of a new society based on new ways of seeing and living” (Volks 2012, p. 9). We argue that action research provides an epistemological and methodological research paradigm that is emergent, collaborative and rooted in a democratic value system; that recognizes knowledge is not the sole prerogative of a select group of scholars; that integrates indigenous knowledge with existing propositional theories to create a new scholarship for a new epistemology (Schön, 1995). We position action research as an approach that will enable the production of “transformative knowledge” (Odora Hoppers & Richards, 2011, p. 35), leading to the “transformative human development” that is so needed on this continent.
This paper presents a snapshot of action research in and by higher education institutions in selected southern African countries. Given the vastness of the continent and the many different languages and cultures encompassed therein, we present a brief overview of some of the action research projects that aim to bring about professional and societal change within and beyond higher education institutions. The presentation focuses on two main areas of action research: action research for professional development in higher education; and action research as a means of community engagement by academic researchers. The authors report on the successes and challenges of conducting action research in settings where its methodological validity and rigor is still questioned by many mainstream academics. This presentation provides evidence of the transformational potential of action research to make a difference in the lives of both researchers and participants. Much of the work being done is the result of networks and partnerships with international academics and global funders, a factor that needs to be developed to advance action research in HEIs in this region, while retaining an African flavour.
References
Odora Hoppers, C. & Richards, H. (2011). Rethinking Thinking: Modernity’s “other” and the transformation of the university. Pretoria: UNISA Press.
Schön, D.A. (1995). The Reflective Practitioner: How Professionals Think in Action. London: Temple Smith.
Volks, C. (2012). Third Degree: AIDS review. Pretoria: Centre for the Study of AIDS.
Wood, L. (2014) Action research for the 21st century: Exploring new educational pathways. South African Journal of Higher Education, 28(2), 662-674.

Authors

• Lesley Wood, North-West University

• Catherine Dean

• Pieter Hertzog Du Toit, University of Pretoria

• Omar Esau, Stellenbosch University

• Angela Antoinette James, University of KwaZulu-Natal

• Paul Mokhele

• Ansurie Pillay