Equity of Access to Schools for Classroom-Based Research in South Africa

Autor/in	Baloyi, Hlengani
Titel	Equity of Access to Schools for Classroom-Based Research in South Africa
Quelle	In: Issues in Educational Research, 31 (2021) 2, S.371-386 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baloyi, Hlengani)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; Educational Research; Researchers; Government Role; Racial Segregation; Political Issues; Social Justice; Classroom Research; Public Policy; Democracy; World History; Academic Achievement; Elementary Schools; Barriers; South Africa; Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Researcher; Forscher; Rassentrennung; Politischer Faktor; Soziale Gerechtigkeit; Öffentliche Ordnung; Demokratie; Weltgeschichte; Schulleistung; Elementary school; Grundschule; Volksschule; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Promoting equal access to schools for researchers wishing to conduct educational research was one of the key tasks embedded in the educational transformation mandate of the new government of South Africa when it came to power in 1994. Drawing on data from five different research projects, this paper evaluates progress made by the democratic government of South Africa towards achieving that goal. Gaining access to schools to conduct classroom-based research was difficult and frustrating to researchers during the apartheid era. This paper finds that the government has succeeded in increasing access to schools and fair treatment of researchers who wish to conduct classroom-based research. This was achieved primarily through the government's nondiscriminatory policies and the pressure exerted by the issue of South Africa's poor performance in international learner achievement studies. The paper also finds that South Africa is still struggling to find effective strategies to address this issue. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01