n South African Journal of Higher Education - Accounting to myself : how do I speak for myself, to myself, as I encourage others to do the same?

Volume 22, Issue 6
  • ISSN : 1011-3487



This article is an account of my ongoing action enquiry into how I can understand and improve my practice. It is a continuation of an earlier paper (McNiff 2008a), delivered originally as a keynote presentation at the SAARDHE 2007 Conference, University of Pretoria, where I made the case that the 'I' should be central in educational research; that academics located in higher education should reconceptualise themselves as intellectuals whose job is challenge existing ideas and practices as a means of contributing to the development of an open society (Popper 1945); and for the maintenance of a free academic press to enable them to publish their accounts of how they are doing so. I develop some of these themes here, showing how I act as a living example of ideas to do with the generative transformational nature of living processes, including forms of enquiry, whose existence is facilitated through the capacity of the thinker to problematise and deconstruct his / her own thinking.

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