| Abstrakt: |
This article explores the use of what has sometimes been called an active research approach. I discuss this approach in the context of exploring my attempts to engage adult education facilitators (AEFs) in reflection around challenges of addressing diversity in their classrooms in adult learning centres. The research was based in Soshanguve, Gauteng, South Africa. I demonstrate how the active approach meant that the conversations with participants unfolded so as to create a mutual learning encounter between us. I indicate how the various participants reflected upon their experience of the interview and expressed that they considered it educative and edifying. I also present some recommendations for other stakeholders to take into account, based on the deeper thinking of the participants, which resulted in a multiplicity of responses. One of my recommendations is that a variety of models of education need to become more explicitly part of the curriculum of AEFs. I offer advice for researchers to allocate sufficient time for conducting an active research process, which can be considered beneficial to participants and other stakeholders concerned with social inclusion. [ABSTRACT FROM PUBLISHER] |
