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dc.contributor.authorBalfour, Robert Johnen_US
dc.contributor.authorMoletsane, R.
dc.contributor.authorKarlsson, J.
dc.date.accessioned2013-02-06T06:27:06Z
dc.date.available2013-02-06T06:27:06Z
dc.date.issued2011en_US
dc.identifier.citationBalfour, R.J. et al. 2011. Speaking truth to power: understanding education research and the educational turn in South Africa's new century. South African journal of higher education, 25(2):195-215. [http://www.sajhe.org.za/]en_US
dc.identifier.issn1011-3487
dc.identifier.urihttp://hdl.handle.net/10394/8117
dc.description.abstractKnowledge generation over the decade 1995-2004 in South Africa, and its relationship to the changing nature of socio-economic landscapes, suggests an ever closer relationship between the research produced in higher education, and its social and scientific purposes. These have been identified largely by the State through its regulatory frameworks, economic, and social agendas. In this article we examine the research generation of postgraduate students of education in South African higher education institutions in the first decade after apartheid. Using the Project for Postgraduate Education Research (PPER) as an example, we explore the role of large-scale research projects in South Africa, and how such work might respond to Government priorities, as well as issues identified by society and the academy in partnership with the State.
dc.languageEnglish
dc.publisherUnisa
dc.titleSpeaking truth to power: understanding education research and the educational turn in South Africa's new centuryen_US
dc.typeArticle


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