n Education as Change - From rhetoric to reality : the role of living theory action research in transforming education

Volume 11, Issue 2
  • ISSN : 1682-3206
  • E-ISSN: 1947-9417
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Transformation, based on the values of social justice, inclusion and respect for human dignity, is currently a repeated refrain in the corridors of Higher Education and Training Institutions (HETIs) in South Africa. The Nelson Mandela Metropolitan University is no exception and espouses transformation as a core value. However, there is a danger that transformation and its accompanying values will remain empty rhetoric unless they are incorporated into everyday practice at microlevels. In this article, we pose the question, "How can we ensure that our institutional values (that promote transformation) are incorporated into our teaching practices?" We contend that action research provides an ideal opportunity to realise these values, thereby ensuring that transformation does take place at ground level. We make a case that self-study practitioner enquiry has a vital role to play in the development of new theories of practice which will contribute to the transformation of the epistemology of educational enquiry in the Nelson Mandela Metropolitan University.

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