Educational research, democracy and praxis
Dominant approaches to educational research rarely examine the philosophical underpinnings, specifically epistemological and ontological assumptions, in relation to the research process. Usher argues that the failure to examine these assumptions leads to research being understood as a 'technology', as simply a set of methods, skills and procedures applied to a given research problem. I argue that when research is understood in Usher's terms as a 'technology', it serves only the status quo and does not enable us to interact and transform society. In this article I critically examine different research approaches in terms of their potential to contribute to transformation of societies. I argue that instead of educational research merely contributing to social change it can be a process of change itself. Additionally, I raise challenges for educational research in South Africa and elsewhere, in the context of processes of globalisation and internationalisation currently prevalent.
This literature review was carried out as part of the Future Library project. The recommendations focus on the following key areas: ::: ::: - Increased focus on the quality of ebooks that we provide access to; lobbying publishers to improve their digital interfaces and seeking to reduce barriers to use of content in our context e.g. by identifying resources with enabling rights management in our learning context ::: - Continued work on usability testing and exploring the learner experience of digital content and ebooks ::: - Developing our academic skills offer to support effective use of digital content and ebooks; including work with students on developing good study habits and techniques for reading and concentration in an increasingly digital environment ::: - Reviewing our enquiry services to make sure that all our staff are able to support our students to use all our digital resources and technologies in our spaces