Emancipatory learning_Odora Hoppers and van der Westhuizen

(Afrikaans) Emancipatory learning and educational research
Educational research plays a critical role in bringing about social change in South Africa. The knowledge contributions made by researchers not only shape what is accepted as the science of teaching, but also forms the basis of the education systems, policies and practices.
The recent calls for decolonisation can be accepted as symptomatic of the crisis of relevance and applicability of among others, knowledge in curricula and school education. This is not a technical crisis of low pass rates and the improvement of academic performance by educational authorities, but a crisis of collapse and reproduction of social inequalities still prevalent in society, reminding educators and researchers that schools are sites of struggle, as they have been considered in the past by community activists such as Neville Alexander.

The Imperative of Cognitive Justice in Teacher Education

The cognitive crisis in Africa is a knowledge crisis, and a crisis of the academy (Odora Hoppers 2014) and of the modern university (Fataar and Subreenduth 2014) [and] requires rethinking on levels of worldview and practice – in terms of the ways in which disciplinary knowledge is organized and developed, and ontologies, epistemologies opened up and rethought to become truly representative of Africa.

Postcolonial Perspectives

The focus of this article is on the role and contribution of policy research in contexts of social transformation. With reference to education transformation policies in post- apartheid South Africa, the argument is developed that research varies in their contri- bution to change, as a function of the paradigmatic assumptions and methodological choices of the researcher.