Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa

Autor/inn/en	Ngwenya, Nthabiseng; Makoelle, Tsediso Michael; van der Merwe, Martyn
Titel	Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 3, S.393-414 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Makoelle, Tsediso Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09435-3
Schlagwörter	Action Research; Participatory Research; Change Strategies; Inclusion; Teaching Methods; Adult Education; Foreign Countries; Instructional Development; South Africa + Suchen Sie Ihr Suchwort? Projektforschung; Forschungstätigkeit; Lösungsstrategie; Inklusion; Teaching method; Lehrmethode; Unterrichtsmethode; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Ausland; Teaching improvement; Unterrichtsentwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher's analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01