Abstract
Adult education is one of the platforms of skills development for the mostly disadvantaged people of South Africa who did not get formal education owing to past segregation and apartheid laws. Recently this sector has implemented inclusive education and is in the process of transforming and changing to achieve inclusion. This interpretative-qualitative case study within participatory action research explored the role of participatory action research as a change strategy to develop inclusive teaching practices and enhance adult student learning in an adult education context. Data were collected through semi-structured interviews, participant observations, documentary analysis, focus group interviews and group interpretative meetings in all four phases, i.e. planning, observation, action and reflection. After the group data analysis with co-researchers during group interpretative meetings and the researcher’s analysis using an interpretative-thematic inductive qualitative data analysis framework, the study found that participatory action research is viable as an educational change strategy, as it enhances collaboration among adult education teachers and improves their ability to be reflective and critical in their practice, which is fundamental in the development of inclusive teaching practices.
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Ngwenya, N., Makoelle, T.M. & van der Merwe, M. Participatory Action Research as Change Strategy: A Case of Developing Inclusive Teaching and Learning Practices in an Adult Education Centre in Gauteng East District of South Africa. Interchange 52, 393–414 (2021). https://doi.org/10.1007/s10780-021-09435-3
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DOI: https://doi.org/10.1007/s10780-021-09435-3