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EDUCATIONAL RESEARCH for SOCIAL CHANGE September 2020 i EDUCATIONAL RESEARCH FOR SOCIAL CHANGE September 2020 Vol. 9 No. 2 ISSN: 2221-4070 Educational Research for Social Change, Vol. 9 No. 2 September 2020 ii Educational Research for Social Change An online academic journal ISSN 2221-4070 Vol. 9 No. 2 Postal Address Physical Address Educational Research for Social Change Nelson Mandela University (ERSC) Summerstrand Campus (South) Faculty of Education South Campus University Way Nelson Mandela University Summerstrand Port Elizabeth South Africa PO Box 77000 6001 SUMMERSTRAND, 6031 For editorial inquiries, contact the Co-Editors: Faculty of Education of the Nelson Mandela University (NMU) ∗ Assoc Professor Mathabo Khau ([email protected]) ∗ Assoc Professor André du Plessis ([email protected]), Faculty of Education at North-West University ∗ Prof Lesley Wood ([email protected]). Email: [email protected] or [email protected] (Amina Brey) Production and business matters: Contact the Production Editor and Web Master, Assoc Professor André du Plessis, [email protected]. Desktop Publishing (PDF versions by André du Plessis) Managing Editor & Language Editor: Moira Richards Copyright of articles The Creative Commons license of ERSC is a non-commercial licence which allows users to read, download, distribute, use, remix, build on the texts, with the proviso that the author/s and the journal is acknowledged. Original authors retain unrestricted publishing rights. Educational Research for Social Change, Vol. 9 No. 2 September 2020 iii Educational Research for Social Change (ERSC) Volume 9 No. 2 September 2020 ersc.nmmu.ac.za ISSN: 2221-4070 CONTENTS Editorial Editorial ................................................................................................................................................ vii Lesley Wood Justifying Research as Conscious Intervention in Social and Educational Life: Activating Transformative Potential........................................................................................................................ 1 Norma R. A. Romm Queering Teacher Education Through Intergroup Dialogue ................................................................. 16 Anthony Brown Building Academic Support in Preservice Teacher Education Using Peer Tutors: An Educational Action Research Project .................................................................................................................................. 32 Nadine Petersen Vanessa Rademeyer Sarita Ramsaroop Exploring the Anticipated Career Aspirations of Youth in a Rural Secondary School: A Visual Participatory Approach ........................................................................................................................ 47 Andre du Plessis Leila Ahmed Using Collages to Change School Governing Body Perceptions of Male Foundation Phase Teachers ............................................................................................................................................... 65 Obakeng Kagola Mathabo Khau Considering Craft- and Arts-Based Practitioner Inquiry Activities as a Prompt for Transforming Practice ................................................................................................................................................ 81 Margie Childs Tobeka Mapasa Marina Ward Decolonial Reflections on the Zimbabwean Primary and Secondary School Curriculum Reform Journey ............................................................................................................................................... 101 John Bhurekeni Book Review ....................................................................................................................................... 116 Action Learning and Action Research: Genres and Approaches by Ortrun Zuber-Skerritt and Lesley Wood (Eds.) Motsélisi Lilian Malebese Educational Research for Social Change, Vol. 9 No. 2 September 2020 iv Project Report ................................................................................................................................... 118 Restorative Discipline Practices: An Action Research Project in Zimbabwean Primary SchoolsEvernice Netsai Chiramba Geoff Harris Educational Research for Social Change, Vol. 9 No. 2 September 2020 v Educational Research for Social Change (ERSC) Volume 9 September 2020 ersc.nmmu.ac.za ISSN: 2221-4070 EDITORS-IN-CHIEF Prof Lesley Wood: North-West University, South Africa Assoc Prof Mathabo Khau: Nelson Mandela University, South Africa Assoc Prof André du Plessis: Nelson Mandela University, South Africa RESEARCH & ADMINISTRATIVE ASSISTANT: ERSC Amina Brey (NMU) MANAGING EDITOR & LANGUAGE EDITOR Moira Richards BOOK REVIEW EDITOR Dr Fumane Khanare (University of Freestate: UFS) REPORT EDITOR Dr Anthony Brown (University of Johannesburg: UJ) JOURNAL WEBSITE MANAGER André du Plessis (NMU) EDITORIAL BOARD National Prof Naydene de Lange: Nelson Mandela University, South Africa Prof Jean Baxen: Sol Plaatje University, South Africa Prof Sylvan Blignaut: Nelson Mandela University, South Africa Prof Vivienne Bozalek: University of the Western Cape, South Africa Prof Liesel Ebersöhn: University of Pretoria, South Africa Prof Aslam Fataar: University of Stellenbosch, South Africa Prof Dennis Francis: Stellenbosh University, South Africa Prof Cheryl Hodgkinson-Williams: University of Cape Town, South Africa Prof Andre Keet: Nelson Mandela University, South Africa Prof Relebohile Moletsane: University KwaZulu-Natal, South Africa Prof Catherine Odora-Hoppers: Unisa, South Africa Prof Daisy Pillay: University of KwaZulu-Natal, South Africa Prof Kathleen Pithouse-Morgan: University of KwaZulu-Natal, South Africa Prof Maureen Robinson: Stellenbosch University, South Africa Prof Crain Soudien: Human Research Council, South Africa International Prof Martin Bilek: University of Hradec Kralove, Czech Republic Prof Mary Brydon-Miller: University of Cincinatti, USA Prof Danny Burns: University of Sussex, UK Educational Research for Social Change, Vol. 9 No. 2 September 2020 vi Prof Fatume Chege: Kenyatta University, Kenya Prof Vincentas Lamanauskas: University of Siauliai, Lithuania Dr June Larkin: Universtity of Toronto, Canada Prof Linda Liebenberg: Dalhousie University, NovaScotia, Canada Prof Claudia Mitchell: McGill University, Canada Prof Mateja Ploj Virtič: University of Mariboru, Slovenia Dr Joe Shosh: Moravian College, USA Dr Andrew Townsend: University of Nottingham, UK Educational Research for Social Change, Vol. 9 No. 2 September 2020 vii Educational Research for Social Change (ERSC) Volume 9 No. 2 September 2020 pp. vii-ix ersc.nmmu.ac.za ISSN: 2221-4070 Editorial Lesley Wood North-West University South Africa [email protected] As 2020 draws to a close, we cannot deny that this year has demanded much of us all on personal and professional levels. COVID-19 has turned our world upside down, revealing at the same time both the fragility and resilience of human beings. The pandemic has clearly highlighted the inequalities in our society and, once again, those most affected by the restrictions placed on our private and work lives have been those who could least afford to stay at home and wait for things to change. The pandemic has affected us all, but while the more privileged members of society coped more easily by sitting out the lockdown in relative comfort, continuing to work from home, vulnerable populations suffered from the increase in gender-based violence, children missed out on months of schooling, the elderly were forced to stay alone without the support of family, and casual workers were left without an income and unable to seek means to provide for themselves and their dependents. The impact of the pandemic has worsened the “wicked” problems facing us in this country. On the flip side, it has also required people to become more open to change, to innovate, to collaborate, and to learn not only to cope with the problems it has brought, but also to learn how to flourish in spite of them. There is no doubt that COVID-19 has had a devastating effect on our lives, yet it has also opened up possibilities for change, forcing us to reflect on what is really important to us in life, and to treasure what we have—instead of always wishing for more. It has unleashed a critical mindset and prompted people to act collectively for change (e.g., against police violence in the USA and elsewhere, and against corruption in South Africa). In other words, the principles of participatory research for social change are now more manifest in how we live our lives. We have adapted to the “new normal” by wearing masks and social distancing. As researchers, we have learned to conduct interviews, focus groups, and participatory data generation sessions via electronic means, pushing ourselves out of our comfort zones to learn new ways to communicate. Webinars and online conferences have enabled practitioners and community members to access and contribute to discussions that, previously, they could not afford to attend. We now speak regularly with colleagues from all over the world, widening our horizons and expanding possibilities to collaborate for change. Such a terrain is fertile for the co-creation of knowledge through experiential learning—collaborating to find answers to the challenges we face as humans in an unpredictable and ever-changing world. In times of crisis, new ways of thinking, doing, and relating emerge and the opportunity is there for us now, as participatory researchers, to begin to
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