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

Lloyd D. N. Tlale and Norma R. A. Romm ()
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Lloyd D. N. Tlale: University of South Africa
Norma R. A. Romm: University of South Africa

Systemic Practice and Action Research, 2018, vol. 31, issue 2, No 1, 105-120

Abstract: Abstract 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.

Keywords: Co-generating knowledge; Inclusive education; Inquiry in practice; Systemic thinking; Whole school improvement (search for similar items in EconPapers)
Date: 2018
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Citations: View citations in EconPapers (2)

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DOI: 10.1007/s11213-017-9437-4

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