Enabling spaces in education research : an agenda for impactful, collective evidence to support all to be first among un-equals

dc.contributor.authorEbersohn, L. (Liesel)
dc.contributor.emailliesel.ebersohn@up.ac.zaen_ZA
dc.date.accessioned2017-01-11T05:14:59Z
dc.date.available2017-01-11T05:14:59Z
dc.date.issued2016-11
dc.description.abstractSingle case studies are prolific in South African education research. I equate the abundance of case studies to the urgency for evidence to transform the highly unequal landscape of education opportunities. In contrast however, stand-alone case study evidence does not offer much impact in building an evidence-based body of knowledge for education interventions. I posit an alternative for education research in the absence of collective studies, and propose for education researchers to collaborate in order to be deliberate in building a collective body of knowledge on circumstances that enable positive education outcomes given a postcolonial context, such as South Africa. I use an egalitarian political philosophy position to posit the notion of schools as enabling spaces, so as to counter a dis-enabling disaster perspective and promote dialogue on evidence of that which supports positive learning and development, given high structural disparity. I show that, as with studies in which I participated, many studies exist locally to generate evidence on education responses given adversity. However, insights thus derived are fragmented, regional and mostly single case studies using multiple conceptualisations, measures and indicators. I argue that an intentional education research agenda to coordinate inquiries could inform design, conceptualisation, measurement, comparative value and data sharing. An enabling schools research agenda could intentionally guide inquiry into that which supports education, where chronic poverty renders society as characteristically less equal.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianam2016en_ZA
dc.description.librarian2024dzm
dc.description.urihttp://www.sajournalofeducation.co.za/en_ZA
dc.identifier.citationEbersohn, L 2016, 'Enabling spaces in education research : an agenda for impactful, collective evidence to support all to be first among un-equals', South African Journal of Education, vol. 36, no. 4, art. # 1390, pp. 1-12.en_ZA
dc.identifier.issn0256-0100 (print)
dc.identifier.issn2076-3433 (online)
dc.identifier.other10.15700/saje.v36n4a1390
dc.identifier.urihttp://hdl.handle.net/2263/58476
dc.language.isoenen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights© 2016 Education Association of South Africaen_ZA
dc.subjectBarriers to educationen_ZA
dc.subjectBuffers in educationen_ZA
dc.subjectEgalitarian political philosophyen_ZA
dc.subjectEquality of opportunityen_ZA
dc.subjectGlobal South educationen_ZA
dc.subjectHigh risk schoolsen_ZA
dc.subjectPoverty and educationen_ZA
dc.subjectProtective resourcesen_ZA
dc.subjectResilienceen_ZA
dc.subjectRisk factorsen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.subject.otherEducation articles SDG-17
dc.subject.otherSDG-17: Partnerships for the goals
dc.titleEnabling spaces in education research : an agenda for impactful, collective evidence to support all to be first among un-equalsen_ZA
dc.typeArticleen_ZA

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