Working with adults towards systemic change to meet learners’ needs at various phases of education
DOI:
https://doi.org/10.17159/2520-9868/i96a03%20Keywords:
bioecological systems model, collaborative action research, South African education case studies, Early Childhood Development partnerships, foundation-phase special educational needs, Life Orientation career educationAbstract
This article will reflect upon three recent research studies conducted in Eastern Cape school settings, in order to motivate for changes that are possible within the system, to better meet learners' needs. Beginning with a recognition of the diverse and extensive needs of learners in this challenging and very inequitable context, systemic challenges are described. Although the studies each focused on different phases of education, with different emphases, all of the research drew from aspects of the bioecological systems model, and were based upon the constructivist paradigm. In each study, the researchers worked collaboratively alongside educators, parents and district officials, to explore possibilities for changes in practice. The first study highlights the challenges in the system for learners with special educational needs, from the perspectives of different stakeholders, illustrating these in a complex eco-systemic diagram. This is followed by two action research-based case studies: one describing a parent - practitioner partnership approach that was trialled in an Early Childhood Development centre, in order to promote parental involvement in and communication with education providers; and the other targeting the Further Education and Training phase, to illustrate an intervention in collaboration with educators, to address the little emphasised but important focus on career education in Life Orientation. The background to and findings of each of the projects will be explored, followed by discussion of the common themes that emerge from the work and the potentials for systemic change, illustrated by the research evidence.