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

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dc.contributor.authorBrenda, Leibowitzen_ZA
dc.contributor.authorBozalek, Vivienneen_ZA
dc.contributor.authorFarmer, Jeanen_ZA
dc.contributor.authorGarraway, Jamesen_ZA
dc.contributor.authorHerman, Nicolineen_ZA
dc.contributor.authorJawitz, Jeffen_ZA
dc.contributor.authorMcMillan, Wendyen_ZA
dc.contributor.authorMistri, Gitaen_ZA
dc.contributor.authorNdebele, Cleveren_ZA
dc.contributor.authorNkonki, Vuyisileen_ZA
dc.contributor.authorQuinn, Lynnen_ZA
dc.contributor.authorVan Schalkwyk, Susanen_ZA
dc.contributor.authorVorster, Jo-Anneen_ZA
dc.contributor.authorWinberg, Chrisen_ZA
dc.date.accessioned2017-06-09T09:35:38Z
dc.date.available2017-06-09T09:35:38Z
dc.date.issued2017
dc.descriptionCITATION: Brenda, L., et al. 2017. Collaborative research in contexts of inequality : the role of social reflexivity. Higher Education, 74(1):65–80, doi:10.1007/s10734-016-0029-5.
dc.descriptionThe original publication is available at https://link.springer.com
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 14 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, ie. structural and cultural, and agential conditions influence this participation. For this sub-study on the experience of the collaboration by 14 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_ZA
dc.description.urihttps://link.springer.com/article/10.1007/s10734-016-0029-5
dc.description.versionPost print
dc.format.extent25 pages
dc.identifier.citationBrenda, L., et al. 2017. Collaborative research in contexts of inequality : the role of social reflexivity. Higher Education, 74(1):65–80, doi:10.1007/s10734-016-0029-5
dc.identifier.issn1573-174X (online)
dc.identifier.issn0018-1560 (print)
dc.identifier.otherdoi:10.1007/s10734-016-0029-5
dc.identifier.urihttp://hdl.handle.net/10019.1/101736
dc.language.isoen_ZAen_ZA
dc.publisherSpringer Verlag
dc.rights.holderSpringer
dc.subjectEducation, Higher -- Social reflexivityen_ZA
dc.subjectEducation, Higher -- Career developmenten_ZA
dc.subjectEducation, Higher -- Collaborate researchen_ZA
dc.titleCollaborative research in contexts of inequality : the role of social reflexivityen_ZA
dc.typeArticleen_ZA
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