Reconceptualizing Research Rigor in Global Challenging Times

• In Event: Schools as Enabling Spaces to Improve Learning and Health Outcomes in Rural South Africa — Part 1

Abstract

"The current global challenges – mostly related to the Covid-19 pandemic – have created unprecedented uncertain times for educational research. The severity of the challenge has been further exacerbated by the reduction of funding for this project. This paper reflects on what the cross-country and transdisciplinary team has learned in their concerted effort to secure the research rigour in the most challenging and unpredictable times.

The project has employed a mixed-methods, multi-layered methodology across distinct research phases. Two methodological considerations feature particular strengths of this research. First, the complex, systemically integrated nature of the research and innovation is underpinned by strategies that give schools and communities greater control over the ownership of their ‘place’ which constitutes a deep sense of identity, culture and values attachment and connectedness (Ebersöhn, 2015; Kincheloe & Pinar, 1991; Parret & Budge, 2012). This design draws upon evidence from the UNESCO’s Education For All (EFA) Global Monitoring Reports (2014, 2015) which consistently show that improving the quality and outcomes of learning requires more than the supply of opportunities and resources. Building the capacity of the ‘place’ systemically and transforming it into the right, enabling spaces for the learning and development of adults as well as children holds the key to unlock their potential for them to achieve and thrive sustainably.

Second, and related to the first, the research adopts a design that entails prolonged, in-depth engagement with a diverse, representative sample of schools and communities in a predominantly rural district in the North West Province of South Africa. Rather than adopting a large-scale, multi-country approach which often suffers from its idealistic and reductionist intent to solve complex issues with standardised, quick-fix, and simplistic solutions, this research focuses on collecting detailed, multi-perspective and longitudinal data from a diverse school-community sample that is representative of major issues of rurality, poverty and vulnerability in children’s learning, health and wellbeing in the host country.

By focussing on exploring the related issues at depth and breadth, as well as over time, rather than at scale, the research is designed to produce a range of complementary data and measurement that has the credibility and trustworthiness to capture the complexity of the high-risk, high-needs, and transitioning research contexts. By using a longitudinal design to assess the sustainability of the intervention with a statistically robust sample of schools and communities, the research will allow time for various actions to take shape and take effect, allow space for participating schools and communities to take ownership of the change. "

Authors

• Liesel Ebersohn, University of Pretoria

• Patrick Callaghan, London South Bank University

• Martin Mills, QUT

• Rupert J. Higham, University College London

• Lynn Ang, Institute of Education - London

• Jolene Skordis- Worrall, Queensland University of Technology