Higher Education and Democracy: Analysing Communicative Action in the Creation of Sustainable Learning Environments

Mahlomaholo, Sechaba

doi:10.20853/28-3-364

Cited by 5 publications

(6 citation statements)

References 9 publications

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“…Lemza and Gloria's views are enforced in Moloi (2018) when he stipulates that setting priorities should be about reconciling differences in the process of improving the academic performance of a learner. Mahlomaholo (2014) supports further that prioritization is an important component of an effective development program. In the school situation, prioritization helps SMTs to focus, giving room to maintain strengths and eradicate weaknesses in favor of better academic performance (Samadi, 2021).…”

Section: Pathway 4: Monitoring and Evaluation Of The Action Planmentioning

confidence: 64%

“…Moloi (2018) asserts that to ensure that the strategy for PCP succeeds, the team has to establish mechanisms to monitor and evaluate progress (Hayat, Shateri, Amini & Shokrpour, 2020;Molise & Hlalele, 2014;Warman, 2021). Progress should be monitored by all relevant stakeholders (Darling-Hammond, Flook, Cook-Harvey, Barron & Osher, 2020;Mahlomaholo, 2014). Mlebese et.…”

Section: Monitoring and Evaluationmentioning

confidence: 99%

“…Throughout the information sessions we held as part of data generation, my role, as the author, was to facilitate the emancipatory process, through pathways to mitigate challenges of learners' academic performance. All the relevant stakeholders were engaged, and operated under equal power relations (Hlalele, 2018) and, therefore, owned the process of research, from identifying the research topic to collecting and analyzing data (Mahlomaholo, 2014). The aim of working together with the participants as a team was to create a space for the participants to be empowered as CER advocates (Dube & Hlalele, 2018;Mashego, 2012).…”

Section: Critical Emancipatory Researchmentioning

confidence: 99%

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Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Molise

2021

RESSAT

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This paper aims to explore the pathways to mitigate challenges of learner academic (LAP) performance in a Grade 10 economics class in South Africa. The challenge of poor LAP has ushered a myriad of predicaments in schools globally. These predicaments include lack of teacher inclusion in decision making, inability to work cooperatively together, and lack of professional development opportunities geared towards LAP. The study was qualitative, with 15 participants chosen through purposeful sampling from one rural school in the Thabo-Mofutsanyane education district. This paper is couched in critical emancipatory research with emphasis on the emancipation of the teachers regarding pathways they can self-develop to mitigate the challenges of LAP. The focus group discussions were used to gather information regarding pathways to mitigate the challenges of LAP in schools. The study revealed that teachers possess a very equivocal and varying experience regarding the pathways to use to mitigate the challenges of LAP. The findings suggest that for successful implementation of pathways to mitigate the challenges of LAP, schools need to invest in training teachers for team-teaching and avail the necessary resources (both human and physical) to ensure effective quality teaching and learning exist in the school. The article recommends that schools should develop policy frameworks, together with relevant stakeholders, to guide novice teachers on the strategies they can use to mitigate the challenges of LAP in their classes.

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Section: Pathway 4: Monitoring and Evaluation Of The Action Planmentioning

confidence: 64%

Section: Monitoring and Evaluationmentioning

confidence: 99%

Section: Critical Emancipatory Researchmentioning

confidence: 99%

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Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Molise

2021

RESSAT

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“…Clegg 2009b) both among scholars (eg. Nkoane, Francis and Mahlomaholo 2014;Mahlomaholo 2014;Davids 2014;Swartz et al 2009) and among students, whose ongoing protests in South Africa began with a demand that "fees must fall" but has now expanded to include the need for a decolonized curriculum. How to achieve these goals is not automatic or easy; a commitment to democracy in higher education is a 8 complex and radical idea.…”

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confidence: 99%

Higher education for citizens of caring democracies

Tronto

2018

SAJHE

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Educational development has gained legitimacy as a field of inquiry. Larger structural questions about the place of universities within democracies, however, should be a basic concern of educational developers. This article poses the question, "which side are you on?" It argues that developers can either acquiesce to the conditions of universities in a neoliberal setting or can resist by thinking about universities as a critical tool in the development of caring democracies.

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“…An adaptive view of methodology is further corroborated by Denzin and Lincoln's (2005) conceptualization of the qualitative researcher as bricoleur. Bricolage is the piecing together of diverse representations to make sense of what seems surprising or even contradictory (Mahlomaholo, 2014). The bricoleur creates a portrayal of the lived experiences of the participants, woven together in a way that communicates the multiple layers and perspectives of not only the participants, but also the researcher.…”

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confidence: 99%

Unveiling the storied lives of teachers through qualitative bricolage

Green

2018

QRJ

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Purpose The purpose of this paper is to explore the storied lives of teacher leaders involved in the implementation of a dual language education program for elementary English learners with an emphasis on the role of reflexive methodology in bringing emergent themes to light. Design/methodology/approach The theory of qualitative bricolage informed the design of the study. Narrative inquiry with a heuristic lens allowed the researcher to explore the storied lives of teachers during an innovative change initiative. Findings Intergroup communication breakdowns between two diverse groups of teachers, European American and Latino, emerged as a relevant theme. The adaptive methodological approach was critical to the emergence of this theme, indicating that teacher leadership can and should be studied by teachers who know and empathize with the participants and their experiences. Research limitations/implications Teachers’ stories demonstrate that cross-cultural communication was challenging and ultimately, detrimental to the program’s development. These themes point to the need for further research regarding how diverse groups of school leaders interact on decision-making teams and how adaptive research techniques can assist in examining intergroup behavior. Originality/value Findings are presented via a polyphonic account that includes multiple teachers’ voices, concluding with found poetry that illustrates the challenge of communicating across the cultural divide.

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Higher Education and Democracy: Analysing Communicative Action in the Creation of Sustainable Learning Environments

Cited by 5 publications

References 9 publications

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Pathways to Mitigate Challenges of Learner Academic Performance in a Grade 10 Economics Class in South Africa

Higher education for citizens of caring democracies

Unveiling the storied lives of teachers through qualitative bricolage

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