Nurturing research relationships
Showing care and catalysing action in a South African school research-and-intervention project
Bibliographic Data
| ID | 22335752 |
|---|---|
| Authors | Norma R A Romm (0000-0002-1722-9720, University of South Africa, corresponding author), Lloyd Daniel Nkoli Tlale (0000-0002-4658-0421, University of South Africa) |
| Year | 2016 |
| Volume | 47 |
| Issue | 1 |
| Pages | 18-36 |
| Publication date | 2016-01-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Society in Transition (JOURNAL) |
| Journal identifiers | ISSN: 1028-9852 • E-ISSN: 2072-1978 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/21528586.2015.1131189 |
| OpenAlex | W2320958935 |
| Language | EN |
| References cited | 24 |
In this article we offer an account of a research-and-intervention project – called The 500 Schools Project: Making Schools Better – in which we were involved in various capacities. We focus on the design of this project in terms of its links with what Mertens in various publications calls the ‘transformative paradigm’. Further, we discuss the way in which Tlale tried to carry out the transformative remit in a particular case by his encouraging participants in a school – the case discussed as our exemplar – to recognise that learners' experienced challenges can often be considered to be socially systemic (and not rooted in individual deficits). We report on the catalytic effect of Tlale's engagement with the various participants, by our co-reflecting on some of their accounts as expressed during the ‘intervention visit’ and in follow-up telephonic interviews. We consider how indeed researchers can nurture research relationships towards inspiring the participants with whom they become involved, and what this might amount to
Action research · Nature versus nurture · Pedagogy · Political science · Public relations · Sociology · Transformative learning · Educational and Psychological Assessments · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Systemic Intervention
The reflective practitioner
Postmodern Interviewing
Indigenous Research Methodologies
Mixed Methods as Tools for Social Change
Inclusive Evaluation
Transformative Considerations
Moving from noninterventionist research to participatory action
An Approach to Scholarly Impact through Strategic Engagement in Community‐Based Research
Introducing “Impact Validity”
Issues of validity in openly ideological research
A Transformative Approach to Prevent Peer Violence in Schools
The Research Interview as a Dialogical Context for the Production of Social Life and Personal Narratives
Decolonising Methodologies Research and Indigenous Peoples
| Citation velocity | historical |
|---|---|
| Highly cited | No |