Collaborative research in contexts of inequality: the role of social reflexivity

Simple item page
dc.contributor.authorLeibowitz, Brenda
dc.contributor.authorBozalek, Vivienne
dc.contributor.authorFarmer, Jean
dc.contributor.authorGarraway, James
dc.contributor.authorHerman, Nicoline
dc.contributor.authorJawitz, Jeff
dc.contributor.authorMcMillan, Wendy
dc.contributor.authorMistri, Gita
dc.contributor.authorNdebele, Clever
dc.contributor.authorNkonki, Vuyisile
dc.contributor.authorQuinn, Lynn
dc.contributor.authorvan Schalkwyk, Susan
dc.contributor.authorVorster, Jo-Anne
dc.contributor.authorWinberg, Christine
dc.date.accessioned2017-06-21T06:24:11Z
dc.date.available2017-06-21T06:24:11Z
dc.date.issued2017
dc.description.abstractThis article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.en_US
dc.description.accreditationDHETen_US
dc.identifier.citationLeibowitz, B. et al. (2017). Collaborative research in contexts of inequality: the role of social reflexivity. Higher Education, 74(1): 65-80en_US
dc.identifier.issn0018-1560
dc.identifier.urihttp://hdl.handle.net/10566/2994
dc.identifier.urihttp://dx.doi.org/10.1007/s10734-016-0029-5
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherSpringer Verlagen_US
dc.rightsThis is the author-version of the articled published online. The final publication is available at Springer via http://dx.doi.org/10.1007/s10734-016-0029-5
dc.status.ispeerreviewedTRUE
dc.subjectCollaborationen_US
dc.subjectEducational researchen_US
dc.subjectCorporate agencyen_US
dc.subjectSocial reflexivityen_US
dc.subjectProfessional developmenten_US
dc.titleCollaborative research in contexts of inequality: the role of social reflexivityen_US
dc.typeArticleen_US

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Bozalek_Collaborative-research_2017.pdf
Size:
1.05 MB
Format:
Adobe Portable Document Format
Description:
Download

Collections

Research Articles (Scholarship of Teaching & Learning)