Systemic Thinking and Practice Toward Facilitating Inclusive Education: Reflections on a Case of Co-Generated Knowledge and Action in South Africa

This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/participant researchers with the intention of strengthening systemic thought and action toward fostering inclusive e...

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Bibliographic Details
Published in:Systemic practice and action research 2018-04, Vol.31 (2), p.105-120
Main Authors: Tlale, Lloyd D. N., Romm, Norma R. A.
Format: Article
Language:English
Subjects:
Business and Management
Education
Inclusive education
Methodology of the Social Sciences
Organization
Original Paper
Rural schools
Sociology
System theory
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Summary:This article offers our reflections around a case of facilitating systemic thinking and practice in which the first author of the article (Tlale) interacted with research participants/participant researchers with the intention of strengthening systemic thought and action toward fostering inclusive education in the setting (a rural school in the Eastern Cape in South Africa). We reflect upon the process and also how our engagement was perceived by participants, as expressed in feedback received from them. We point to how Tlale introduced the idea of systemic thinking (to teachers, school management team, school governing body, and a district officer for the district) as tied to the possibility of acting to generate transformation toward a more inclusive educational context for the benefit of the learners at the school in question, thus acting as a systemic mediator on their behalf.
ISSN:1094-429X
1573-9295
DOI:10.1007/s11213-017-9437-4