Encounters with action research in the african context: a case study in the school curriculum in lesotho

Abstract

This article is based on an action research study undertaken in the African context, in Lesotho. It illustrates understandings and insights that developed in this context about action research by reference to the factors that influenced the comprehension and implementation of the method, reflections of the research team on the method, and the potential of the method to improve practice. It is argued that the method had potential to improve practice in this context, and that the contextualisation of action research by reflection on the method was essential.

Who gets it?

“…Quite frankly, the preparation and support at Belvedere College varied between minimal and inconsistent. As discussed earlier (Mokuku, 2001;Morojela (in Stuart et al, 1997); Van der Wethuizen, 1993), there was not a culture promoting teacher questioning and reflecting in Southern Africa. When students are left to their own devices to figure out ambiguous and challenging assignments, many will seek the easiest path to completion even if it means 'not getting it' or 'not doing it.'…”

“…Important insights for a Zimbabwean context can be drawn from these studies. For instance, Mokuku (2001) found that teachers were reluctant to move out of their preconditioned traditional role to use a more dynamic, constructivist approach. He also discovered that there was not a culture where teachers engage in outside reading and professional development in many schools.…”

Examining Current and Future Ecuadorian Educators’ Experiences Using Action Research in the English as a Second Language Classroom

“…ar has been utilized in several countries in Africa to help teachers navigate/determine/re-envision their teaching roles. In Lesotho (Mokuku, 2001), Malawi (Stuart & Kunje, 1998), and Ethiopia (Jebessa-Aga, 2017) researchers worked with teachers utilizing the ar cycle. The teachers found the process useful; however, they did not realize the time and effort needed to implement ar, potential to improve teaching practices, and limited resources to sustain the process long-term.…”

Chapter 1 Introduction to the study

“…Researchers have argued that lack of facilities and equipment and inappropriateness of the teaching and learning conditions are major reasons for the poor teaching strategies employed by teachers in practice (Caillods et al, 1996;Gray, 1999). The issue of unavailability of facilities in Lesotho's secondary schools remains one of the major obstacles towards a better teaching practice (Mokuku, 2001;Talukdar, 1995). There is evidence that most teachers in the secondary schools tend to use traditional methods (Qhobela, 1996;Khoboli and Malcolm, 2004).…”