n South African Journal of Education - The significance of 'I' in educational research and the responsibility of intellectuals : research in education : trends and innovations
|Article Title||The significance of 'I' in educational research and the responsibility of intellectuals : research in education : trends and innovations|
|© Publisher:||Education Association of South Africa (EASA)|
|Journal||South African Journal of Education|
|Publication Date||Aug 2008|
|Pages||351 - 364|
|Keyword(s)||Academic freedom, Epistemological accountability, Living educational theories, Practitioner enquiry and Professional learning in higher education|
ISI Social Science
In this paper I call for an unequivocal legitimisation of the living 'I' in educational research. The paper itself becomes a context that explains this call. It is a report of my action research into my professional learning through working in South Africa, within the context of new policy frameworks for continuing teacher development. The call embeds issues about the need for higher education practitioners to produce their explanatory accounts of practice as they support teachers' enquiries for improving practice and knowledge creation, and to legitimise a free academic press for the dissemination of those accounts. The accounts need to demonstrate epistemological, methodological and scholarly validity, to strengthen practitioners' attempts to influence policy debates about continuing professional development. By clarifying the processes of establishing quality, it becomes possible to show the links between continuing professional education and the active contributions of practitioners to economic and social wellbeing.
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