ERIC Number: EJ1308053
Record Type: Journal
Publication Date: 2021
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1837-6290
EISSN: N/A
Equity of Access to Schools for Classroom-Based Research in South Africa
Issues in Educational Research, v31 n2 p371-386 2021
Promoting equal access to schools for researchers wishing to conduct educational research was one of the key tasks embedded in the educational transformation mandate of the new government of South Africa when it came to power in 1994. Drawing on data from five different research projects, this paper evaluates progress made by the democratic government of South Africa towards achieving that goal. Gaining access to schools to conduct classroom-based research was difficult and frustrating to researchers during the apartheid era. This paper finds that the government has succeeded in increasing access to schools and fair treatment of researchers who wish to conduct classroom-based research. This was achieved primarily through the government's nondiscriminatory policies and the pressure exerted by the issue of South Africa's poor performance in international learner achievement studies. The paper also finds that South Africa is still struggling to find effective strategies to address this issue.
Descriptors: Foreign Countries, Educational Research, Researchers, Government Role, Racial Segregation, Political Issues, Social Justice, Classroom Research, Public Policy, Democracy, World History, Academic Achievement, Elementary Schools, Barriers
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study; Progress in International Reading Literacy Study
Grant or Contract Numbers: N/A