170 research outputs found
Ritual and Systems Thinking
No full textThis book review offers Norma Romm’s detailed reading of José-Rodrigo Córdoba-Pachón’s new book Ritual and Systems Thinking: Managing an Initial Encounter (Routledge 2024). The book review highlights how Córdoba-Pachón expresses his development of his own increasing self-awareness through considering the relation between ritual and systems thinking, while considering possibilities for “systems change.” Through his text (along with pictures and tables) he extends creatively various concepts and practices of ritual as well as ideas regarding systemic thinking and their potential for activating personal, social and ecological transformation. He links his engagement with pertinent literature to his experiences and deliberations across two continents
America's first whaling industry and the whaler yeomen of Cape May 1630-1830
No full textAmerican whaling began in Delaware Bay?not in Cape Cod, as is commonly believed. The whale fishery began as a Dutch whaling colony at Lewes, Delaware in 1631. The history of Delaware Bay?s whale fishery is disjointed, with a half century lull before any whaling on the north shore of the bay began at Cape May by whalers from Long Island in the 1680s and 1690s. Whaling proved to be a valuable asset to the colonial economy of West Jersey; the whaling trade built elite family dynasties on the Jersey Cape that lasted for generations. As these families prospered, through the sale of whale oil, blubber and baleen to Philadelphia and beyond, they succeeded, unlike their fellow colonists in Southern slave societies, in producing a vibrant, diverse economy. They engaged in everything from oyster to sturgeon fishing, cedar mining to cattle raising, shipbuilding to knitting mittens. Not only did the whaler yeomen flourish, many were able to increase their land holdings, establish plantations, purchase slaves and endow their families with great wealth. Most importantly, the people of Cape May participated fully in the colonial economy, trading with merchants not only in Philadelphia, but throughout the mid-Atlantic and southern colonies, New England, the West Indies and Europe.M.A.Includes bibliographical referencesby Richard M. Rom
“Research for a Change”: A Book Review of Norma R. A. Romm’s Responsible Research Practice: Revisiting Transformative Paradigm in Social Research
No full textIn the book, Responsible Research Practice, the author, Norma Romm, makes the case for actively incorporating social justice initiatives within social research of any kind. Through numerous examples from around the world, using various research traditions, practices, and disciplines, she demonstrates how ethical practices can be implemented in research projects so participants are better off for having participated in the studies. This richly referenced book of research examples and supportive theoretical perspectives pushes the notion of ethical practice into a new gear. Readers of this book will be inspired and energized to see the realistic potential of active social research to change the world, particularly for those most marginalized
The development of a purposeless system approach
No full textThis thesis explores how one's understanding of the world may be broadened by consciously engaging rationalities in opposition. I conduct this exploration by considering the relationship between what I call one's "originating rationality" and its opposites. By "originating rationality" I mean the way of thinking that one initially embraces. Opposite of the originating rationality is: some opposition that one can envisage and take on board; and some opposition which one cannot consider as relevant. This latter I call the opposite irrelevant or unknown to one's originating rationality.I introduce the concept of systems thinking and show that the link between opposites is systemic. I organise my discussion of the exploration of the systemic link between opposites by making reference to, and revisiting, the proposals of the Viable System Model (VSM) and the ideas of System Dynamics (SD). Through my discussion of these, I suggest that a new concept of systems thinking (the concept of a purposeless system) is needed. Operating in terms of this concept, I develop a purposeless system approach named Complementary Intervention (Cl).I indicate how in a specific context of a Cl project carried out in a supermarket chain in Taiwan, participants' understanding of the world could be broadened by their consciously engaging rationalities in opposition, while at the same time developing caution about their broadened understanding and about their decisions and further actions. I show how my own understanding of a purposeless system could be used in this context to organise a debate around the idea of such a system and, in this case, to consider what the embodiment of a purposeless system might involve. Through the project, I arrive at the suggestion that participants' rational framework can be defined as an evolving rational framework; and that the relationship between it and its opposite is an evolving relationship
The significance of function shift to continuing education and training in South Africa : an active research approach
No full textFunction Shift is the transference of functions, which involves responsibilities, assets
and human resources (including their employment packages), from one department
to the next. The Function Shift to which I refer in this study entails the shifting of
functions from the former Adult Education and Training provincial directorates to the
Department of Higher Education and Training (DHET). This process started in 2009
in terms of proclamation 48 of 2009. The purpose of my active research is to
investigate in depth the experienced positive and negative consequences of
Function Shift with the intention of exploring problematic features and challenges of
Community Education and possibilities for addressing them. By ‘experienced’
consequences, I mean consequences that are not just imagined but were expressed
by participants. I employed an 'active' qualitative research approach whereby I, as a
researcher, am actively involved in the research process in trying to ensure that the
research is bearing results for me as well as for the participants. I based the
selection of Community Education and Training Colleges on the characteristics of
the regions in which the colleges belonged. I clustered regions that portrayed similar
characteristics and came out with 3 clusters. I selected one region and its respective
college from each of the 3 clusters. From each of the selected regions and their
corresponding colleges, I sampled a Regional manager, Curriculum Implementer or
regional official, Principal, 1 Centre manager, 1 lecturer and 1 student. I collected
data through first and second interview sessions, focus group discussion in 1 college
and through evaluative discussion with 2 head office officials. To carry out data
analysis, I used the principles of Atlas TI that encourages the coding, categorisation
and thematising data collected from participants simultaneously with data from the
reviewed literature. It emerged that all participants agreed that a multilevel change
management system is suitable for Function Shift as opposed to the traditional
rational/linear model and that Function Shift is a potential solution to Adult Education
and Training challenges. The prevailing challenge was insufficient consultation,
which resulted in some transitional challenges that could have been identified and
mitigated against. My concluding recommendation is that the oral or print input made
by members on the ground including the assessment of the real and practical
situation in Community Learning Centres must drive the development of policies that are still cascaded by the DHET. Consultation must be characterised by dialogue, not
announcements of deadlines.Ku susumetiwa ka mintirho swi vula ku susiwa ka vutihlamuleri endzawuleni yinwana
byi yisiwa endzawuleni yin’wani. Vutihlamuleri lebyi byi katsa tinhundu, timali, vatirhi
ni miholo ya vona ni hikwaswo leswi fambelanaka ni xiyenge xexo. Ndzavisiso lowu
wu vulavula hi ku susiwa ka vutihlamuleri bya dyondzo ni vudzaberi/vuthwaseli bya
vatswatsi (Adult Education and Training) e mindzawuleni ya dyondzo ya le hansi ya
swifunda (Provincial Department of Basic Education) ku yisiwa e ndzawuleni ya le
henhla ya dyondzo ni vudzaberi (Department of Higher Education and Training).
Nghingiriko lowu wa ku cinciwa ka vutihlamuleri wu sungurile hi lembe ra 2009.
Makungu ya ndzavisiso lowu wa mahika I ku lavisisa hi vuxokoxoko vumbhoni bya
switandzaku (mbuyelo lowunene ni lowu wu nga tsakisiki) leswi vangiwanga hi ku
cinciwa ka vutihlamuleri, hi xikongomelo xo paluxa swirhalanganyi swa dyondzo ya
vaaki (Community Education) ni ku ololoxa swirhalanganyi leswi. Loko ni ku
vumbhoni bya switandzaku, ndzi vula switandzaku leswi swi nga kumbeteriwiki,
kambe leswi vahlamuri (participants/respondents) va nyikaka vumbhoni bya leswi va
nga swi vona ni ku switwa. Ndzi endlile vulavisisi bya mahika (active research), laha
mina tani hi mulavisisi ndzi tlangeke xiyenge xa ku endla leswaku vulavisisi lebyi byi
va ni mbuyelo lowu nga ta pfuna mina xikan’we na muhlamuri. Ndzi hlawurile
tilholichi ta dyondzo ni vudzaberi ta vaaki ku ya hi tindhawu /tirhijini laha tikholichi leti ti kumekaka kona. Ndzi longoloxile tirhijini hinkwato, ndzi ti katsakanya hi timpawu ta
tona, ivi ndzi huma na mintlawa minarhu. Ndzi hlawule kholeji yin’we eka ntlawa
wun’wani ni wun’wani ni tirhijini ta tona. Eka rhijini yin'wana na yin'wana ndzi
hlawurile no tihlanganisa na vanhu lava landzelaka: mufambisi wa rhijini,
mukamberi/museketeri wa dyondzo a rhijinini, nhloko ya kholeji, mufambisi wa
sentara, mudzaberi na xichudeni. Eka Kholeji yo sungula ni ya vumbirhi, ndzi
hlengeletile mahungu hi ku burisana ni vahlamuri hi wun’we ha wun’we. Eka Kholeji
ya vunharhu, ndzi hlengelete mahungu hi mbhurisano wa hlengeletano ya
murhangeri wa senthara, vadzaberi va nharhu ni machudeni mambirhi. Ku kuma
voxokoxoko ni nhlavutelo wa mahungu lawa ndzi wa hlengeleteke, ndzi tirhisile
maendlelo ya "Atlas Tl" yaku hlohlotela ku kuma vuxokoxoko hi ku tirhisa tekinoloji,
ku longoloxa ku ya hi swiyimo ni ku endla vulavisisi eka tibuku tin'wana. Vahlamuri
va pfumelelanile leswaku mafambiselo ya ku cinca loku khumbhaka swiyenge swo
hambana-hambana (Multilevel change management) hi nkarhi wun’we hi wona lama
fanelaka ku susumetiwa ka vutihlamuleri. Nakambe vahlamuri va pfumelelanile
leswaku ku susmetiwa ka vutihlamuleri swi nga tisa xintshuxo eka ku tikeriwa loku a
ku ri kona e ka dyondzo ni vudzaberi bya vatswatsi. Ndzi heta hi ku vula leswaku
swibumabumelo leswi tsariweke ni ku vuriwa hi milomo ya vaaki, ni ku xopaxopela
xiyimo lexi xi nga etisenthareni ta dyondzo ya vaaki, hi swona leswi fanelaka ku va
makombandlela ya ku tumbuluxiwa ni ku hangalasiwa ka milawu (policies) leyi ya ha
endliwaka hi ndzawulo ya le henhla ya dyondzo ni vudzaberi. Njhenhjekisano wa
miehleketo exikarhi ka varhangeri ni vaaki hi yona ndlela ya kahle yaku tihlanganisa
(consultation) na vanhu.Phetišetšo ya mošomo ke go fetišetša mešomo, yeo e amago maikarabelo, dithoto
le methopo ya batho (go akaretšwa ditshwanelo tša bona tša mošomo), go tloga go kgoro ye nngwe go ya go ye nngwe. Phetišetšo ya mošomo yeo ke bolelago ka yona
ka mo dinyakišišong e ama go fetišetša mešomo ya Thuto ya Batho ba Bagolo le
Tlhahlo go tloga go diofisi tša bolaodibogolo bja diprofense tša Thuto ya Batho ba
Bagolo le Tlhahlo tša pele go ya go go Thuto ya Godimo le Tlhahlo (DHET).
Tshepetšo ye e thomile ka 2009 go ya ka pego ya 48 ya 2009. Nepo ya dinyakišišo
tša ka tša go rarolla bothata ke go nyakišiša go tsenelela dipoelo tše dibotse le tše
dimpe tša maitemogelo tša Phetišetšo ya Mošomo ka nepo ya go nyakišiša
dibopego tša mathata le ditlhohlo tša Thuto ya Setšhaba le dikgonagalo tša go
šogana le tšona. Ka ‘dipoelo tša maitemogelo’ ke bolela ka dipoelo tšeo di sa
akanywego fela eupša di tšweletšwa ke bakgathatema. Ke šomišitše mokgwa wa
dinyakišišo wa boleng wa “go rarolla bothata’ moo nna, bjalo ka monyakišiši, ke
amana ka dinyakišišong ka mafolofolo go kgonthiša gore dinyakišišo di na le dipoelo
tše dibotse go nna le go bakgathatema. Ke theile kgetho ya ka ya Thuto ya
Setšhaba le Dikholetšhe tša Tlhahlo go dibopego tša dilete tšeo dikholetšhe tše di
lego gona. Ke hlopile dilete tšeo di bontšhago dibopego tša go swana gomme ka
tšweletša dihlopha tše tharo. Go tšwa go dilete tše dingwe le tše dingwe tšeo di
kgethilwego le dikholetšhe tšeo di amanago le tšona, ke dirile sešupo ka molaodi wa
Selete, Mophethagatši wa Lenaneothuto goba mohlankedi wa selete, Hlogo ya
Sekolo, molaodi wa Senthara yo motee, mofahloši yo motee le moithuti yo motee.
Ke kgobokeditše data ka dikopano tša mathomo le tša bobedi tša dipoledišano,
dipoledišano tša sehlopha sa nepišo kholetšheng ye tee ka dipoledišano tša tekolo
le bahlankedi ba babedi ba kantorokgolo. Go dira tshekatsheko ya data, ke šomišitše
methopo ya Atlas TI ye e hlohleletšago go swaya, go hlopha le go kgetha data ye e
kgobokeditšwego go tšwa go bakgathatema ka nako ye tee le data go tšwa go
dingwalwa tšeo di sekasekilwego. Go tšweletše gore bakgathatema ka moka ba
dumetše gore mokgwa wa taolo ya phetogo ya magato a mantši o loketše Phetišetšo
ya Mošomo kgahlanong le mmotlolo wa tlwaelo/thwii wa mathomong le gore
Phetišetšo ya Mošomo ke tharollo ye e kgonagalago ya ditlhohlo tša Thuto ya Batho
ba Bagolo le Tlhahlo. Tlhohlo ye e tšwelelago e be e le therišano yeo e sa lekanago,
yeo e feleditšego ka ditlhohlo tša phetišetšo tšeo di bego di utollotšwe gomme tša
fedišwa. Tigelo ya ka ya go phetha ke dikgopolo tša molomo le tšeo di gatišitšwego
tšeo di filwego ke maloko a mo fase go akaretšwa kelo ya maemo a nnete le a tiro
mo Disenthareng tša Go ithuta tša Setšhaba di swanetše go eta pele tšweletšopele ya dipholisi tšeo di sa fetišwago ke DHET. Ditherišano di swanetše go bopša ke
poledišano, e sego ditsebišo tša matšatši a mafelelo.D. Ed. (Socio Education)ABET and Youth Developmen
A study of the challenges of adult learning facilitation in a diverse setting with special reference to Soshanguve
No full textA critical cross-field outcome of Curriculum 2005 as introduced in South Africa is to work effectively with others as members of a team, group, organization, and community. This research aims at investigating challenges that impede adult learners from diverse backgrounds to work effectively as members of a team, group, organization and community. Informed by models of education in lifelong learning (intercultural, multicultural and anti-racist models of education which supplement andragogy), a qualitative inquiry which followed an active research approach was undertaken in selected adult learning centres in Soshanguve in Gauteng Province to explore the challenges of diversity during adult learning facilitation. Data was gathered from sixteen adult education facilitators from four adult education centres by means of in-depth interviews, follow-up interviews and observational fieldwork. Findings indicated that facilitators require additional knowledge and skills to achieve the objectives of the intercultural, multicultural and anti-racist models of education effectively; senior adult learners require particular attention from facilitators to prevent learner attrition in this age group; linguistic diversity problematises effective intercultural communication, especially where the facilitator is not proficient in learners‟ home languages; and awareness should be raised of the negative impact of inflexible attitudes towards certain aspects of diversity such as religion and sexual orientation on effective teaching and learning. However, positive adult education facilitation practices were also observed. Based on the findings of the literature review and the empirical inquiry recommendations for the improvement of practice were made.M. Ed. (Adult and Continuing Education)ABET and Youth Developmen
Exploring the relationship between case study and action research : case study research being organised on the Kaohsiung Harbour in Taiwan
No full textThis dissertation reports on a case study investigation of the organisational setting of the Kaohsiung Harbour Bureau (KHB) in Taiwan. It reports on my methodological contribution in doing my study in a particular way, namely, by making use of my position in the Harbour to help develop multi-views in relation to the future. I tried not to abuse my working position as a former manager of warehousing and my current position as a researcher to make definite recommendations for action~ but I wanted to create some options for thinking about future plans for privatisation of port activities through involving less power distance than is normally associated with planning in the Harbour. My study was not carried out by trying to operate in a neutral fashion. For instance, I clearly had an own involvement in raising questions in the interviews (individual and group) with participants and in the way I developed further questions during interviews and also carried information across interviews. I also tried to create some discussion on important issues that created high emotional responses for participants. I call my case study research, which was organised to be active in the hope to be of some benefit to participants, a special kind of case study. I reflect on the roles I played in the special case study in the dissertation. The dissertation also reports on the theoretical contribution that I think I have made in relation to some themes arising from the case study (cross-cultural learning, politics and development, and the relevance of systems thinking). It gives details on how these themes could be explored with reference to the case. I discuss the themes in relation to wider literature on the topics and I add my ideas
Social factors influencing the success of adult learners: examining the use of online learning programmes at a higher education institution in South Africa
No full textThis study presents a quantitative investigation of the influence of various social factors – including finances, secondary school attended, resources available, culture, and family support – on the perceptions of success (in terms of academic performance and skills gained) of adult learners who are using online learning as the primary educational medium. The research was conducted with 100 students of The International Hotel School in South Africa.
A quantitative research methodology was followed and a survey questionnaire was used as the data collection method. The data from closed-ended questions was analysed using Statistical Analysis System (SAS), with the data from open-ended questions being used to aid in the interpretation of the information organised quantitatively.
Findings suggest that certain social factor constructs namely: finances, secondary school preparation for tertiary education, and internet accessibility, significantly impact the perceptions the students have on being successful in online learning.
Some recommendations that spring from the study are to provide more funding to students, better access to more suitable resources and providing students with unlimited access to the internet for longer periods of time. It is also recommended that a follow-up study with a larger and more varied sample (possibly including public sector tertiary education students), and more questionnaire items per social factor is necessary to cast further light on the impact of social factors on adult students’ online learning experiences.M. Ed. (With specialisation in Adult Education)Educational Studie
Knowledge management application in township schools : a case study of Emalahleni Circuit 1, 2 and 3
No full textAbstracts in English, Zulu and AfrikaansThe looming transition from the industrial era to the technologically driven knowledge era has implications for the practice of Knowledge Management (KM) for all organisations across various employment sectors. My awareness of the paucity of empirical accounts documenting how schools, particularly those situated in townships, apply KM exacerbated the need for a social inquiry to determine the extent to which the selected schools leverage KM in their operations. This study was conducted in three education circuits of Emalahleni, Mpumalanga Province, South Africa. The qualitative study to investigate KM application in township schools largely drew on the theoretical lenses of Wenger’s (1991) Communities of Practice (CoP), and Rodrigues and Pai’s (2005) Eight Dimensions of KM Enablers and Activators, supplemented by home-grown epistemologies of Ubuntu and Batho Pele Principles. Designed as a case study, the study employed semi-structured interviews to gather data. Responses were solicited from twenty participants comprising of teachers, Heads of Department (HODs), administrative clerks and principals in their varying capacities of knowledge work. Document analysis was done for purposes of triangulation. The study found that, despite a myriad of constraints, the selected schools apply KM sufficiently but not efficiently to meet their constitutional mandate of providing an educational service to learners. In two of the schools where principals practised laissez-faire and transactional leadership styles respectively, organisational cultures were characterised by one-way communication, limited knowledge sharing platforms, dissonance between subordinate staff and School Management Teams (SMTs). In the third school whose principal practised a democratic leadership style, the organisational climate was conducive for knowledge sharing and knowledge creation transactions among subordinate staff and the SMT. However, teachers of this school expressed the need to re-energise the formation of CoPs.
In the midst of the cited constraints, personnel’s inclination to do their jobs and their adherence to the gazetted performance standards were found to be major propellants of KM application. The study also indicated that principals’ leadership determines the efficiency of KM application. The main recommendation thereof was that principals must begin to pay equal attention to the knowledge shared by both the subordinate staff and the SMT.Ushintsho oluzinze kumontho wezezimboni kufikela kumnotho ozinse kwezobuqepheshe lunethmelela engagwemeki kwindlele izinkampani zikahulumeni kanye nezangasese zisebenzisa ngakhona izinhlelo zokuthulwa, zokwakhiwa kanye nokutholakala kolwazi mapheqelezi i Knowledge Management (KM). Ngemva kokuqaphela kwami ukuthi kunokwentula kolwazi olujulile ologxile kusayensi, mayelana nedlela izikole ikakhulukazi ezaseMalokishini zisebenzisa ngakhona i KM kuzinhlelo zazo zangemihla nge mihla; ngakho ke ngiye ngabona kungumqondo ophusile ukuba ngi phenye ngaloludaba. Ngiye ngagxila ukwazi kabanzi ngezikole ezintathu engizikhethile ngaphansi komnyango wezumfundo ehhovisini lasesigodini saseMalahleni esifindazweni saseMpumalanga eNingizimu Afrika. Loluphenyo oluzinze kwi qualitative method lisebenzise umbono ka Wenger (1991) owaziwa ngokuthi yi Communities of Practice (CoPs), kanye nombono ka Rodrigues and Pai (2005) obizwa nge Eight Dimensions of KM Enablers and Activators. Kanti futhi, Ubuntu ne Batho Pele, zasetshenziswa ukusekela lemibono emibili ephothulwiwe. Abasebenzi ababandakanyaka kulolu phenyo bangama shumi ambili emikhakheni ehlukahlukene ezikolweni njengo thisela nabaphathi babo, omabhalane kanye nabo thishanhloko. Ukuthola ubufakazi obungangabazeki ngiye nga qathanisa ulwazi oluphume kwimibono yabasebenzi nalena etholakale emaphepheni amumethe ulwazi mayelana nezinhlelo ze KM kuzo zontathu izikole. Ngaphandle kwezinselelo ezimbadlwana, akungabazekanga ukuba zontathu izikole zinazo izinhlelo ze KM. Futhi kuye kwabonakala ukuthi lezikole zihambisana nemiqathango yomthetho sisekelo wokuhlinzeka ngemfundo. Esikolweni sokuqala uthishanhloko wakhona utholakale esebenzisa ubuholi be-Leissez-faire. Kanti esikolweni sesibili uthishanhloko wakhona utholakale esebenzisa ubuholi be transactional. Kuzo zombili lezikole kusobala ukuthi kunezinselela ezinemithelela engamihle kahle ekwabiweni kolwazi kanye nase kusungulweni kwama qembu wokwakha ulwazi phakathi kwabasebenzi abangenazikhundla nalobo abanezikhundla. Abasebenzi abanganazikhundla ikakhulukazi othishela nabomabhalane baye bazwakalise isikhalo sabo sokungabandakanywa uma izinqumo zezinhlelo ze KM zithathwa. Kanti esikoweni sesithathu lapho uthishanhloko wakhona ebesebenzisa ubuholi bentando yeningi (noma i democratic leadership), kuye kwabonakala ngaphandle kwamathandabuzwa ukuthi abasebenzi abangenazikhundla kanye nabanazo, basebezisana ngokukhulu ukuhloniphana. Yigakho ke isimo salesi sikole sikulungele ukwakhiwa kanye nokwabelwana kolwazi phakathi kwabobonke abasebenzi. Yize noma izinhlelo eziningi ze KM zihamba ngomumu kulesisikole, kodwa othishela bakhona bayebanxusa ukuba kubuye kukhushulwe izinga lokusungula amaqembu wokwabelana nokwakhiwa kolwazi ngaphakathi kwabasebenzi. Kusobala ukuthi ikhono kanye nokuzimisle kwabasebezi emisebenzini yabo linemithelela ethize kwizinhlelo ze KM. Nobuholi bothishanhloko bunemithelela ethize ekuthuthukisweni kwezinhlelo ze KM. Othishanhloko bayacetshiswa ukuthi bamukele ngesasasa elikhulu imibono kwinhangothi zombili zabasebezi, bayeke ukubuka ulwazi oluphuma ohlangothini lwalabo abanezikhundla kuphela.Die dreigende oorgang vanaf die industriële era na die tegnologies-gedrewe kennis era het implikasies vir die praktyk van Kennisbestuur vir alle organisasies oor verskeie indiensnemingsektore. My bewustheid van die stilte van empiriese rekeninge wat dokumenteer hoe skole, veral dié wat in townships geleë is, pas toe dat Kennis bestuur die behoefte aan 'n maatskaplike ondersoek vererger om die mate waarin die geselekteerde skole-hefboom Kennis bestuur in hul operasie gebruik, te bepaal. Hierdie studie is gedoen in drie bane van Emalahleni, Mpumalanga Provinsie, Suid-Afrika. Die kwalifitiewe studie om kennisbestuur in lokasie skole te ondersoek, het grootliks getrek op die teoretiese lense van Wenger se (1991) Gemeenskappe van Praktyk (CoP), en Rodrigues en Pai's (2005) Agt Dimensies van Kennisbestuur-instaatstellers en Aanwysers, aangevul deur tuisgroei-epistemologieë van Ubuntu en Batho Pele beginsels. Die studie het semi-gestruktureerde onderhoude gebruik om data in te samel. Reaksies is van twintig deelnemers in hulle wisselende vermoëns van kenniswerk versoek. Dokumentanalise is vir doeleindes van driehoeking gedoen. Ten spyte van 'n magdom beperkings het die studie bevind dat die gekose skool Kennisbestuur voldoende toepas, maar nie doeltreffend om hul grondwetlike mandaat te ontmoet om 'n opvoedkundige diens aan leerders te lewer nie. In twee van die skole waar skoolhoofde laissez-billike en transaksionele leierskapstyle onderskeidelik beoefen het, is organisatoriese kulture gekenmerk deur eenrigtingkommunikasie, beperkte kennisverdelingsplatforms, besluitneming tussen ondergeskikte personeel en skoolbestuurspanne (SMT's). In die derde skool wie se skoolhoof 'n demokratiese leierskapstyl beoefen het, was organisatoriese klimaat bevorderlik vir kennisverdeling en kennisskeppingstransaksies onder ondergeskikte personeel en die SMT. Te midde van die aangehaalde beperkings is personeel se neiging om hul nakoming van die prestasiestandaarde
te doen, bevind dat groot skroewe van Kennisbestuur aansoek is. Die studie het ook aangedui dat skoolhoofde se leierskap die doeltreffendheid van Kennisbestuursaansoek bepaal. Die aanbeveling daarvan was dat skoolhoofde moet begin om die kennis wat kom uit lae arbeidsmag op dieselfde vlak te waardeer dat hulle die kennis wat van KMO's kom, waardeer.D. Phil. (Education Management)Educational Management and Leadershi
Reflections on a Post-Qualitative Inquiry With Children/Young People: Exploring and Furthering a Performative Research Ethics
No full textIn this article I discuss a number of ethical issues surrounding the USA-commissioned Belmont report (NATIONAL COMMISSION FOR THE PROTECTION OF HUMAN SUBJECTS OF BIOMEDICAL AND BEHAVIORAL RESEARCH, 1979), using as one of the spurs for my discussion a case of post qualitative research with ten (Black) children aged 14-15 in a school in South Africa. I asked the children to form groups to reflect together on the possible relevance for South Africa of certain scenarios in relation to climate change that had been constructed during research in Australia. The "scenario exercise" was intended to stimulate the participants' active learning together in relation to their engagement with the scenarios. It was also intended to be consciously "performative" in that the words used in the presented scenarios would admittedly have some impact on the children's (joint) considerations, for which I took some responsibility. With reference to this research, and at the same time engaging with ongoing ethical debates related to the purpose of social scientific inquiry, I offer ethical deliberations which entail a radical revision of the ethical guidelines of the Belmont report (which inform many institutional ethical review boards across the globe) to incorporate a performative understanding of social research. While I concentrate on addressing ethical issues concerning research interaction with children/young people, I suggest that my deliberations have implications for participatory research with adults too.In diesem Artikel erörtere ich eine Reihe ethischer Fragen im Zusammenhang mit dem von den USA in Auftrag gegebenen Belmont-Bericht (NATIONAL COMMISSION FOR THE PROTECTION OF HUMAN SUBJECTS OF BIOMEDICAL AND BEHAVIORAL RESEARCH 1979), wobei ich als Ausgangspunkt eine postqualitative Untersuchung mit zehn (schwarzen) Kindern im Alter von 14 bis 15 Jahren in einer südafrikanischen Schule nutze. Ich bat die Kinder, Gruppen zu bilden, um gemeinsam über die mögliche Relevanz bestimmter, in Australien entwickelter Szenarien zu Klimawandel für Südafrika nachzudenken. Die "Szenario-Aktivität" sollte das aktive gemeinsame Lernen der Teilnehmer_innen anregen. Sie sollte auch bewusst "performativ" sein, da die in den vorgestellten Szenarien verwendeten Worte Einfluss auf die (gemeinsamen) Überlegungen der Kinder haben würden, für die ich eine gewisse Verantwortung übernommen hatte. Vor dem Hintergrund dieser Untersuchung und mit Blick auf laufende ethische Debatten über den Zweck sozialwissenschaftlicher Forschung stelle ich Überlegungen vor, die in eine radikale Überarbeitung der Leitlinien des Belmont-Berichts (der für Ethik-Ausschüsse weltweit relevant ist) münden, um ein performatives Verständnis von Sozialforschung zu integrieren. Obwohl ich mich auf ethische Fragen der Forschungsinteraktion mit Kindern/Jugendlichen konzentriere, dürften meine Überlegungen auch Auswirkungen auf die partizipative Forschung mit Erwachsenen haben
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