RSE4801 Assignment 1 (COMPLETE

ANSWERS) 2025 - DUE 15 May 2025

written by

EduPal

www.stuvia.com

Downloaded by: nocoselelomavela | [email protected] Want to earn

Distribution of this document is illegal R13,625 per year?
 Stuvia.com - The study-notes marketplace

RSE4801
Assignment 1 2025
Detailed Solutions, References & Explanations

Unique number:

Due Date: 15 May 2025

3 ESSAYS PROVIDED

BECOMING AN EXCEPTIONAL EDUCATIONAL RESEARCHER: A REFLECTIVE

JOURNEY INSPIRED BY LINDA TUHIWAI SMITH

1. INTRODUCTION

This essay explores the qualities and principles that constitute an exceptional educational
researcher within the context of South Africa, with particular reference to Linda Tuhiwai
Smith’s Decolonising Methodologies: Research and Indigenous Peoples (1999). The
discussion is framed by five interrelated concepts central to Smith’s decolonial research
paradigm: intervention, curiosity, courage, justice, and critique. Informed by Smith’s intellectual
journey and the broader African context of inequality and marginalisation, this essay also
reflects on what will inform and shape my own development as a researcher in education. The
essay is structured into two main parts: first, it outlines the characteristics of an exceptional
educational researcher in the South African context; and second, it offers a personal reflection
on how these ideas will shape my own becoming as an educational researcher. Terms of use
By making use of this document you agree to:
 Use this document as a guide for learning, comparison and reference purpose,
Terms of use
 Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
 Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
 Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
 Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
Downloaded by: nocoselelomavela | [email protected] Want to earn
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part
Distribution ofdocument
of this this document,
is illegal in any form or by any means, is strictly
R13,625 prohibited.
per year?
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

3 ESSAYS PROVIDED

BECOMING AN EXCEPTIONAL EDUCATIONAL RESEARCHER: A REFLECTIVE

JOURNEY INSPIRED BY LINDA TUHIWAI SMITH

1. INTRODUCTION

This essay explores the qualities and principles that constitute an exceptional
educational researcher within the context of South Africa, with particular reference to
Linda Tuhiwai Smith’s Decolonising Methodologies: Research and Indigenous
Peoples (1999). The discussion is framed by five interrelated concepts central to
Smith’s decolonial research paradigm: intervention, curiosity, courage, justice, and
critique. Informed by Smith’s intellectual journey and the broader African context of
inequality and marginalisation, this essay also reflects on what will inform and shape
my own development as a researcher in education. The essay is structured into two
main parts: first, it outlines the characteristics of an exceptional educational
researcher in the South African context; and second, it offers a personal reflection on
how these ideas will shape my own becoming as an educational researcher.

2. WHAT CONSTITUTES AN EXCEPTIONAL EDUCATIONAL RESEARCHER

2.1. Contextual Awareness and Decolonial Commitment

In the South African context, shaped by the legacy of apartheid, colonialism, and
ongoing inequality, an exceptional educational researcher must have a profound
understanding of historical and socio-political realities. Linda Tuhiwai Smith (1999)
highlights how research has historically functioned as a tool of colonisation,
contributing to the erasure and marginalisation of indigenous knowledges. South
African researchers must therefore be acutely aware of how education systems
continue to reproduce social inequalities and must actively work to disrupt these
patterns. An exceptional researcher is not neutral but is instead situated, engaged,
and committed to a decolonial future.

Educational researchers in South Africa should be concerned not only with

producing knowledge but also with restoring epistemic agency to historically
marginalised communities. This means valuing and incorporating indigenous
knowledge systems, oral histories, and community-based epistemologies into
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

research practice. According to Seroto, Davids and Wolhuter (2020), education

research in the post-apartheid era must be transformative and should contribute to
national development and redress.

2.2. Intervention as Scholarly Responsibility

A defining quality of an exceptional researcher, according to Smith (1999), is the

ability to intervene in the dominant systems of knowledge and power. Research
should not only describe reality but actively challenge oppressive structures and
propose alternatives. This aligns with the notion of research as an act of resistance
and social change.

In South Africa, interventionist research is necessary in areas such as language

policy, curriculum transformation, teacher development, and the improvement of
educational access in rural and township schools. Exceptional researchers use their
scholarship to influence policy, amplify community voices, and reimagine educational
systems that serve the needs of all learners. This kind of research is not limited to
academia but spills into the broader society, transforming classrooms, institutions,
and public discourse.

2.3. Curiosity and the Pursuit of New Knowledge

Curiosity is the foundation of meaningful research. Linda Tuhiwai Smith's scholarship

exemplifies a deep intellectual curiosity that drives her to question established norms
and uncover silenced histories. Her inquiry into how research has contributed to
colonial domination led her to propose a new research agenda grounded in
indigenous worldviews (Smith, 1999).

In South Africa, curiosity enables researchers to probe complex questions related to

race, language, inequality, gender, and socio-economic status in education. An
exceptional researcher does not accept knowledge as fixed but is willing to explore
the unknown and investigate marginalised or controversial issues. As Ndlovu-
Gatsheni (2013) notes, curiosity must be linked with epistemic courage—the
willingness to challenge dominant paradigms and explore new intellectual frontiers.

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace

Downloaded by: nocoselelomavela | [email protected] Want to earn

Distribution of this document is illegal R13,625 per year?
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

2.4. Courage and Resistance

Courage is essential to critical scholarship. Smith (1999) exemplifies this in her

fearless critique of the colonial legacy embedded in academia. Similarly, educational
researchers in South Africa must have the courage to critique powerful institutions,
challenge conservative practices, and confront uncomfortable truths.

Courage is especially vital when one’s research questions the status quo or
proposes radical alternatives. In South Africa, it takes courage to expose the failures
of post-apartheid education, to critique neoliberal education reforms, or to centre
indigenous languages and pedagogies in academic spaces that still privilege
Eurocentric models of knowledge.

2.5. Commitment to Justice

Justice—epistemic, social, and ontological—is perhaps the most important goal of

educational research in the South African context. Smith’s decolonising project is
driven by the desire to restore justice to indigenous peoples by reclaiming their right
to produce, disseminate, and validate their own knowledge (Smith, 1999).

Similarly, an exceptional educational researcher must ensure that their work

advances justice for marginalised communities. This includes prioritising inclusivity,
ethical research practices, and community engagement. It also requires a rethinking
of who benefits from research and how its outcomes are shared and applied.
Research that does not serve the community and promote justice risks reinforcing
the very inequalities it seeks to address.

2.6. Critical Engagement and Reflexivity

Critique, in the sense that Smith advocates, is about interrogating the power
relations that shape research and education. South African researchers must
engage in reflexive critique, recognising their own positionality, privileges, and
potential complicity in systems of domination.

Exceptional researchers use critique to challenge both theory and method. They
question dominant frameworks, propose alternatives, and engage with diverse
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

perspectives. Reflexivity ensures that research is ethical, transparent, and

transformative. As highlighted by Chilisa (2012), researchers must constantly ask,
―Whose knowledge is being privileged?‖ and ―Who is being excluded?‖

3. PERSONAL REFLECTIONS ON BECOMING AN EDUCATIONAL

RESEARCHER

3.1. Embracing a Decolonial Ethic

My journey into educational research will be informed by the principles articulated by

Linda Tuhiwai Smith. I aim to engage in research that not only critiques but also
heals and rebuilds. A decolonial ethic will shape my research questions,
methodologies, and interactions with communities. I intend to adopt methodologies
that centre indigenous knowledge systems and community participation, recognising
that lived experience is a legitimate and valuable source of knowledge.

Being a South African, I am aware of the layered injustices that continue to shape
access, quality, and equity in education. My research will strive to amplify the voices
of those who have been historically silenced—particularly black learners, women,
rural communities, and people living with disabilities. I believe research must do
more than describe inequality; it must actively contribute to dismantling it.

3.2. Curiosity and Lifelong Learning

As a developing researcher, I hope to cultivate a mindset of curiosity and humility. I

understand that the world of knowledge is vast and constantly evolving. I want to
remain open to learning from diverse sources, including oral histories, community
knowledge holders, and interdisciplinary scholarship.

I am especially interested in how language, identity, and culture shape learning

experiences in South African classrooms. Inspired by Smith’s example, I intend to
ask difficult questions, pursue new lines of inquiry, and challenge dominant
narratives. Curiosity will guide me toward the unknown, where meaningful insights
and transformative change often reside.

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

3.3. Courage to Challenge the Status Quo

Courage will be essential as I learn to navigate the complexities of educational

research. I understand that conducting critical research may mean challenging
powerful stakeholders, confronting uncomfortable truths, and risking personal and
professional discomfort.

Yet, I believe that this kind of courage is necessary for educational research to be
relevant and impactful. Following in the footsteps of Smith and other decolonial
thinkers, I hope to be a courageous researcher who is not afraid to take a stand for
justice, truth, and equity in education.

3.4. Practising Ethical and Transformative Intervention

My research will also aim to intervene meaningfully in the spaces I study. Inspired by
Smith’s interventionist approach, I believe that research must have practical
relevance. I am drawn to action research and participatory methodologies that allow
communities to define their own problems and co-create solutions.

As part of this approach, I intend to develop long-term relationships with the

communities I work with. I believe that trust, mutual respect, and shared ownership
of knowledge are essential components of ethical research. Through these
interventions, I hope to contribute to both scholarly knowledge and practical change.

3.5. Working for Justice and Inclusion

Justice will be the central pillar of my research practice. I am committed to using

research to challenge inequalities in education and to promote inclusive, learner-
centred approaches. I hope to work on issues such as access to quality education,
the decolonisation of the curriculum, and the role of indigenous knowledge in
schools.

Justice also means ensuring that my research benefits the people I study. This
includes providing feedback, co-publishing with community members, and ensuring
that findings are used to inform policy and practice. As Smith (1999) notes, research
should not merely extract knowledge from communities—it should give back.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

3.6. Developing a Critical and Reflexive Mindset

Finally, I intend to be critically self-reflective throughout my research journey. I

recognise that I bring my own biases, assumptions, and positionality into every
research project. By being reflexive, I can remain aware of how my background
shapes my interpretation of data and my interactions with participants.

This reflexivity will also help me maintain ethical integrity and ensure that my
research aligns with my values. By critically engaging with theory, method, and
practice, I can contribute to building a research culture that is transparent,
accountable, and transformative.

3.7. Vision for Future Contributions

Ultimately, I aspire to make meaningful contributions to the field of educational

research by fostering dialogue, promoting inclusivity, and advocating for systemic
change. I envision a research career where my work not only challenges dominant
paradigms but also offers practical solutions to contemporary educational challenges
in South Africa. Through collaborative projects, community engagement, and critical
analysis, I hope to contribute to the decolonisation of education and support the
development of a more equitable society.

4. CONCLUSION

In conclusion, an exceptional educational researcher in the South African context is

one who embodies the values of curiosity, courage, justice, critique, and intervention.
Inspired by Linda Tuhiwai Smith’s decolonial scholarship, such a researcher
engages with complex social realities, challenges dominant paradigms, and uses
research as a tool for social transformation. Becoming such a researcher requires
not only intellectual ability but also moral courage, humility, and a deep commitment
to justice. As I begin my own journey into educational research, I aim to embrace
these values and contribute meaningfully to the transformation of education in South
Africa. Through critical engagement, ethical practice, and an unwavering
commitment to equity, I hope to become a researcher who not only studies
education but helps to shape a more just and inclusive educational future.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

5. REFERENCES

Adetula, V. (2016). Nigeria and South Africa: The dynamism of inter-state relations.
African Journal of International Affairs, 13(1), 55–72.

Akinyemi, A. (2019). The politics and economics of Nigeria-South Africa relations.

Journal of African Development, 2(2), 77–93.

Chilisa, B. (2012). Indigenous Research Methodologies. Sage Publications.

DIRCO (Department of International Relations and Cooperation). (2019). South

Africa’s bilateral relations with Nigeria. Pretoria: Government of South Africa.

Galabawa, J.C.J. (2001). Perspectives in educational management and

administration. Dar es Salaam: Open University of Tanzania.

Heleta, S. (2018). The complexities of xenophobia in South Africa. In SA Reconciles

Journal, 24(3), 65–79.

Jeppie, S., & Diagne, S. B. (2008). The Meanings of Timbuktu. HSRC Press.

Kruss, G. (1988). People’s Education: An examination of the concept. Cape Town:

Centre for African Studies, University of Cape Town.

McKay, V. (1990). People’s Education: Policy, practice and prospects.

Johannesburg: Skotaville Publishers..

Ndlovu-Gatsheni, S. J. (2013). Coloniality of Power in Postcolonial Africa: Myths of

Decolonization. CODESRIA.

Nyerere, J. (1968). Education for Self-Reliance. Dar es Salaam: Oxford University

Press.

Seroto, J., Davids, M. N., & Wolhuter, C. (2020). Decolonising Education in the
Global South. Pearson.

Seroto, J., Davids, M.N. & Wolhuter, C. (2020). Decolonising education in the Global
South. Cape Town: Pearson.

Smith, L. T. (1999). Decolonising Methodologies: Research and Indigenous Peoples.

Zed Books.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

Verwoerd, H. F. (1954). Speech to the Senate, cited in Dubow, S. (2014). Apartheid,

1948–1994. Oxford University Press.

OR

WHAT MAKES AN EXCEPTIONAL EDUCATIONAL RESEARCHER IN SOUTH

AFRICA AND WHAT WILL SHAPE MY BECOMING AS ONE: A REFLECTIVE
ESSAY

INTRODUCTION

In the context of South Africa’s complex historical, social, and political landscape,
becoming an exceptional educational researcher requires more than just technical
skill or academic knowledge. It demands a deep commitment to justice, a willingness
to intervene in existing systems, the courage to critique established power
structures, and the curiosity to ask questions that uncover uncomfortable truths. This
essay draws on Linda Tuhiwai Smith’s Decolonising Methodologies: Research and
Indigenous Peoples (1999), alongside other key concepts such as intervention,
curiosity, courage, and justice—epistemic, ontological, and social—to reflect on what
constitutes an exceptional educational researcher in the South African context.
Additionally, it explores the factors that will shape my own development as an
educational researcher committed to transformative and inclusive practice.

1. BECOMING AN EXCEPTIONAL EDUCATIONAL RESEARCHER IN SOUTH

AFRICA

1.1 Contextual Awareness and Historical Grounding

An exceptional educational researcher in South Africa must be historically aware and

contextually grounded. South Africa’s colonial and apartheid legacies continue to
shape educational inequalities. The remnants of Bantu Education, exclusionary
knowledge systems, and racialised structures of power necessitate a researcher who

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

is committed to understanding and dismantling these historical injustices. Smith

(1999) highlights how colonial research has often been complicit in the
marginalisation of indigenous communities, reinforcing the need for decolonial
approaches. In the South African context, this implies recognising how research has
traditionally served elite and Western interests and actively working to disrupt those
patterns.

1.2 Curiosity and Courage

Exceptional researchers must possess a sense of intellectual curiosity and moral

courage. Smith (1999) notes that curiosity, particularly when used to interrogate
systems of power, is a critical aspect of research. In South Africa, asking difficult
questions—about race, inequality, language, identity, or curriculum—can be
controversial. Yet, it is through such questioning that we begin to unearth the hidden
assumptions and exclusions within our education system. Courage is required not
only to ask these questions but also to pursue answers that challenge dominant
ideologies and practices (Soudien, 2012). Exceptional researchers persist even
when their questions disrupt comfort or stability because their work is rooted in
ethical responsibility.

1.3 Intervention: Research as Activism

In a deeply unequal society, research cannot be neutral. An exceptional educational

researcher in South Africa must view research as a form of intervention. Smith
(1999) proposes that indigenous research must intervene in harmful systems and
produce knowledge that is emancipatory. Similarly, in the South African context,
educational research should challenge systemic barriers and offer practical
contributions to educational transformation. This might involve collaborative projects
with disadvantaged communities, or action research that informs policy changes
aimed at redress. Research that merely observes without intervening risks
perpetuating the very inequalities it seeks to document.

1.4 Commitment to Justice and Decolonisation

An exceptional researcher is fundamentally committed to justice—social, epistemic,

and ontological. Social justice in education demands not only access and equity but
also recognition and participation. Epistemic justice involves acknowledging and
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

valuing indigenous and local knowledges, while ontological justice respects different
ways of being and learning (Fricker, 2007). In the South African context, this means
questioning Eurocentric curricula, valuing African languages and philosophies, and
centring the experiences of historically marginalised communities (Le Grange, 2016).
Smith (1999) argues that research must serve the interests of those who have
historically been silenced. Therefore, an exceptional researcher works toward a
decolonised education system that is inclusive, democratic, and just.

1.5 Reflexivity and Critical Self-Awareness

Exceptional educational researchers practice reflexivity—they are aware of their own

positionality and the power dynamics embedded in research. Smith (1999)
emphasises the importance of understanding one’s own role in the research process
and being accountable to the communities one engages with. In South Africa, where
race, class, language, and geography shape educational experiences, researchers
must critically reflect on how their identities, assumptions, and privileges influence
their work (Pillay, 2021). Reflexivity is a continuous process of questioning one's
motives, impacts, and ethical choices, and it underpins responsible and
transformative research practice.

2. SHAPING MY OWN BECOMING AS AN EDUCATIONAL RESEARCHER

2.1 Drawing Inspiration from Smith’s Journey

Linda Tuhiwai Smith’s work provides a powerful model for my own becoming as a
researcher. Her relentless commitment to decolonisation, justice, and the
empowerment of indigenous peoples inspires me to situate my research in service of
communities rather than academic gatekeeping. Smith’s courage to critique
established disciplines and her interventionist approach motivates me to ensure my
research addresses real-world problems in education. Like Smith, I hope to
challenge existing norms, propose alternative methodologies, and be guided by a
strong sense of purpose and responsibility.

2.2 Embracing Curiosity and Asking Difficult Questions

My journey as a researcher will be shaped by an enduring curiosity about how

education can transform lives and societies. This curiosity drives me to ask
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

questions that explore how race, class, and culture influence teaching and learning
in South Africa. It leads me to wonder how schools can become more inclusive, how
teachers can be supported to challenge inequality, and how curricula can reflect the
diverse knowledge systems of our society. As Smith (1999) suggests, asking the
right questions is the beginning of all research—and for me, those questions must be
informed by justice, relevance, and transformation.

2.3 Practicing Courage in Research and Scholarship

Following Smith’s example, I recognise that research requires courage—courage to

critique, to intervene, and to speak truth to power. I will need to be brave in
challenging dominant discourses, whether that means critiquing the limits of
standardised testing, questioning the exclusionary language policies in schools, or
confronting institutional racism. Courage also means being open to learning from
others, especially from those whose experiences differ from mine. In South Africa,
this includes recognising the knowledge and lived experiences of rural learners,
disabled students, and speakers of indigenous languages. Research becomes
courageous when it embraces the discomfort of critique and resists the lure of easy
answers.

2.4 Developing a Research Practice Rooted in Intervention

I want my research to be more than theoretical—it must be meaningful to those it

seeks to serve. This means adopting methodologies that allow for community
participation, listening to those on the margins, and ensuring that research findings
are used to influence change. Whether I am exploring barriers to learning, teacher
development, or inclusive pedagogy, my goal is to make research a tool for
transformation. Smith (1999) speaks of research as a form of resistance and
recovery—this reminds me that research should not only highlight problems but also
contribute to healing, agency, and liberation.

2.5 Upholding the Ethic of Justice

Justice will be the compass that guides my research journey. Drawing from Smith
(1999) and other scholars of decolonisation and equity, I aim to challenge the
hierarchies that persist in education—whether in access, content, language, or
pedagogy. Justice means recognising the structural barriers that exclude learners
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

and teachers and working to dismantle them. It also means resisting tokenism and
ensuring that the inclusion of marginalised voices is meaningful and sustained. As I
grow as a researcher, I will be guided by a vision of education as a public good and
a human right, not a commodity or privilege.

2.6 Critical Engagement and Ongoing Reflection

As part of my becoming, I will commit to lifelong learning, critical engagement, and

ongoing reflection. I will stay informed about the latest debates in educational
research, remain open to interdisciplinary insights, and seek mentorship and
collaboration. I understand that research is never complete or perfect, and that
growth comes from critique and feedback. Smith (1999) reminds us that
decolonisation is not a destination but a continuous process—this means that my
development as a researcher will also be ongoing, shaped by the changing needs of
the communities I work with and the evolving challenges of education in South
Africa.

CONCLUSION

In conclusion, what constitutes an exceptional educational researcher in South Africa

is intricately tied to the country’s historical injustices and present challenges. An
exceptional researcher must be critically aware, interventionist, curious, courageous,
and committed to justice. They must question existing knowledge systems, challenge
power dynamics, and contribute to building a more inclusive and transformative
educational landscape. Drawing from Linda Tuhiwai Smith’s pioneering work in
decolonising research, I am inspired to pursue a research journey that is ethical,
impactful, and socially just. My becoming as a researcher will be informed by a
desire to listen deeply, think critically, act boldly, and serve meaningfully. In doing so,
I hope to contribute to the creation of educational spaces where all learners,
regardless of background, can thrive and participate fully in society.

REFERENCES

Ahmad, A., Said, M.Y. & Yunus, M.M. (2014). The philosophy of Education for Self-
Reliance (ESR) and its relevance to education in contemporary Tanzania.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

International Journal of Academic Research in Business and Social Sciences, 4(5),

223–237.

Fricker, M. (2007). Epistemic Injustice: Power and the Ethics of Knowing. Oxford:
Oxford University Press.

Le Grange, L. (2016). Decolonising the university curriculum. South African Journal

of Higher Education, 30(2), 1–12.

Pillay, S.R. (2021). Decoloniality as incomplete: The limits of critical pedagogy and
student protest in South Africa. Higher Education, 81, 163–177.

Smith, L.T. (1999). Decolonising Methodologies: Research and Indigenous Peoples.

London: Zed Books.

Soudien, C. (2012). Realising the Dream: Unlearning the Logic of Race in the South
African School. Cape Town: HSRC Press.

OR

REFLECTIVE ESSAY ON BECOMING AN EXCEPTIONAL EDUCATIONAL

RESEARCHER IN SOUTH AFRICA

INTRODUCTION

This reflective essay explores what constitutes an exceptional educational

researcher in the South African context and discusses the factors that will shape my
own journey as an educational researcher. In a nation marked by a legacy of
colonialism and social inequality, educational research must be guided by principles
of decolonisation, social justice, intervention, curiosity, and critique. Drawing upon
Linda Tuhiwai Smith’s seminal work Decolonising Methodologies: Research and
Indigenous Peoples (1999) and other relevant literature, this essay argues that an
exceptional researcher must challenge traditional power structures, actively engage
with marginalized voices, and continually reflect on their own positionality. The essay
is structured into three main sections. The first section examines the characteristics
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

that define an exceptional educational researcher in South Africa, the second reflects
on the personal attributes and influences that will shape my own development as a
researcher, and the final section concludes with a summary of the key insights and
their implications for the future of educational research.

THE MAKING OF AN EXCEPTIONAL EDUCATIONAL RESEARCHER IN SOUTH

AFRICA

1. Embracing Decolonising Methodologies

An exceptional educational researcher in South Africa must be deeply committed to

decolonising methodologies. According to Smith (1999), research should be
conducted in ways that challenge the dominant Eurocentric paradigms and validate
indigenous ways of knowing. This involves a critical interrogation of traditional
research methods that have historically marginalized African voices and
epistemologies. Decolonising research is not merely a methodological choice but a
political stance that seeks to empower historically oppressed communities by
bringing their experiences, knowledge, and languages to the forefront (Smith, 1999).
It is essential that researchers understand that decolonisation involves rethinking not
only the content of research but also the process, ensuring that indigenous
perspectives are integrated into every stage of inquiry.

2. Commitment to Social Justice and Equity

Social justice is a cornerstone of exceptional research in contexts marked by

inequality. Educational research in South Africa has the potential to address issues
such as racial discrimination, unequal access to resources, and the legacy of
apartheid in educational institutions (Seroto, Davids & Wolhuter, 2020). Researchers
must be committed to dismantling these systemic barriers by investigating how
educational practices can be transformed to promote equity and inclusion. This
involves critically analysing power dynamics within educational settings and
advocating for policies that redress historical injustices. An exceptional researcher
uses their work as an intervention tool—addressing not only academic gaps but also
the lived realities of marginalized communities (Smith, 1999).

3. Intellectual Curiosity and Critical Inquiry

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

Curiosity and the willingness to question established norms are essential attributes
of outstanding researchers. Exceptional educational researchers are driven by an
insatiable desire to uncover hidden narratives, challenge prevailing assumptions,
and engage in continuous learning. Curiosity fuels the process of asking difficult
questions about the status quo in education, prompting researchers to explore new
methodologies, theories, and perspectives. As Smith (1999) argues, this form of
critical inquiry is vital to transforming knowledge production processes and ensuring
that research remains relevant and responsive to contemporary social issues. In the
South African context, where education has been historically politicised, curiosity is
the catalyst that drives researchers to critically interrogate the legacies of colonialism
and apartheid.

4. The Role of Intervention in Research

Intervention is another defining characteristic of exceptional research. Rather than

remaining passive observers, outstanding researchers actively engage with the
issues they study. In South Africa, this means using research as a tool to promote
change. Intervention can take many forms, from challenging the dominant narratives
in academic discourse to directly influencing policy decisions. For instance, the
People’s Education movement during apartheid exemplified how education could
serve as a powerful intervention for social transformation (Kruss, 1988). By adopting
an interventionist approach, researchers not only document inequalities but also
propose actionable strategies to mitigate them, thereby contributing to the broader
struggle for social justice and human rights.

5. Courage and Ethical Responsibility

Courage is indispensable for researchers working in challenging contexts. In South

Africa, where the legacy of apartheid continues to influence educational practices,
undertaking research that questions established power structures demands
significant bravery. Researchers must be willing to confront criticism and navigate
the risks associated with challenging dominant discourses. Ethical responsibility, as
highlighted by Smith (1999), requires researchers to be accountable to the
communities they study, ensuring that their work does not perpetuate exploitation or
marginalisation. This involves engaging in reflexive practices, where researchers
continuously examine their own biases and positionalities. Courage and ethical
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

responsibility go hand-in-hand, ensuring that research is conducted with integrity and

a commitment to the well-being of all stakeholders.

PERSONAL REFLECTIONS ON BECOMING AN EDUCATIONAL RESEARCHER

1. Influences and Inspirations

My own journey as an educational researcher is profoundly influenced by the work of

Linda Tuhiwai Smith. Her emphasis on decolonising methodologies and the need for
critical inquiry has resonated deeply with me. I am inspired by her courage to
challenge entrenched power structures and her commitment to promoting indigenous
knowledge systems. These values form the core of my research philosophy. I
believe that as researchers, we have a duty to question the established paradigms
and seek out alternative ways of understanding our world—especially in a context
like South Africa, where the effects of colonialism are still palpable.

2. Embracing Critical Inquiry and Curiosity

In my academic journey, I strive to embody the spirit of intellectual curiosity that

Smith advocates. I am committed to questioning conventional wisdom and exploring
new approaches to research. This involves engaging with multiple perspectives and
methodologies that may diverge from mainstream academic practices. My work will
be guided by a commitment to rigorously interrogate existing knowledge frameworks,
particularly those that marginalise indigenous voices. By doing so, I aim to contribute
to a more inclusive and comprehensive understanding of educational issues in South
Africa.

3. Commitment to Social Justice

Social justice is at the heart of my aspiration to become an exceptional educational

researcher. I am determined to use my research to address systemic inequalities in
education and to advocate for policies that promote equity. I envision my work as a
form of intervention—challenging the status quo and supporting initiatives that
empower marginalized communities. This commitment is informed by both the
legacy of movements like People’s Education for People’s Power and contemporary
debates on decolonisation in education. I believe that through research, we can
catalyse social change and contribute to a more just society.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

4. Reflective and Ethical Practice

Developing as a researcher in education requires continuous self-reflection and

ethical accountability. I recognize the importance of examining my own biases and
ensuring that my research practices do not inadvertently reinforce existing power
dynamics. This reflective approach is crucial to achieving cognitive justice, as it
aligns with Smith’s call for an ―ecology of knowledge‖ that respects diverse ways of
knowing (Smith, 1999). By committing to ethical research practices, I aim to build
trust with the communities I study and ensure that my work is both respectful and
transformative.

5. Vision for Future Contributions

Ultimately, I aspire to make meaningful contributions to the field of educational

research by fostering dialogue, promoting inclusivity, and advocating for systemic
change. I envision a research career where my work not only challenges dominant
paradigms but also offers practical solutions to contemporary educational challenges
in South Africa. Through collaborative projects, community engagement, and critical
analysis, I hope to contribute to the decolonisation of education and support the
development of a more equitable society.

CONCLUSION

In conclusion, an exceptional educational researcher in South Africa is one who is

committed to decolonising methodologies, social justice, critical inquiry, and
intervention. The work of Linda Tuhiwai Smith exemplifies these attributes, and her
influence inspires my own research journey. As I continue to develop my skills, I am
dedicated to questioning traditional paradigms, engaging ethically with marginalized
communities, and advocating for transformative change. Through curiosity, courage,
and reflection, I aim to contribute to a more inclusive, equitable, and self-determined
educational landscape in South Africa.

REFERENCES

Adetula, V. (2016). Nigeria and South Africa: The dynamism of inter-state relations.
African Journal of International Affairs, 13(1), 55–72.

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

Akinyemi, A. (2019). The politics and economics of Nigeria-South Africa relations.

Journal of African Development, 2(2), 77–93.

DIRCO (Department of International Relations and Cooperation). (2019). South

Africa’s bilateral relations with Nigeria. Pretoria: Government of South Africa.

Galabawa, J.C.J. (2001). Perspectives in educational management and

administration. Dar es Salaam: Open University of Tanzania.

Heleta, S. (2018). The complexities of xenophobia in South Africa. In SA Reconciles

Journal, 24(3), 65–79.

Kruss, G. (1988). People’s Education: An examination of the concept. Cape Town:

Centre for African Studies, University of Cape Town.

McKay, V. (1990). People’s Education: Policy, practice and prospects.

Johannesburg: Skotaville Publishers.

Nyerere, J. (1968). Education for Self-Reliance. Dar es Salaam: Oxford University

Press.

Seroto, J., Davids, M.N. & Wolhuter, C. (2020). Decolonising education in the Global
South. Cape Town: Pearson.

Smith, L.T. (1999). Decolonising Methodologies: Research and Indigenous Peoples.

2nd ed. London: Zed Books.

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace
+27 67 171 1739

LET US HELP YOU WITH YOUR STUDIES?

WhatsApp +27 67 171 1739 now!!

Guaranteed Quality Grades!!
Affordable Prices!!
24/7 Support Services
Timely Delivery

OUR AREA OF EXPERTIES:

Finance Information systems

Economics Education studies
Accounting Medicine
Business Management Pharmacy
Strategic Chemistry
HRM Lab Reports
Taxation Computer science &
Financial management Assignment coaching
Risk management and guidance
Mathematics and Online assessments
statistics coaching
Engineering Research proposals,
Basic Numeracy dissertation and thesis
Quantitative analysis Proof reading and
Financial mathematics document design
Financial modelling Referencing
Project Management Modelling and
Law programming
Psychology Business plans
Philosophy Career guidance
Computer science & IT

AFFORDABLE RATES
Contact us

WhatsApp or call

+27 67 171 1739

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace

+27 67 171 1739

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
 Stuvia.com - The study-notes marketplace

+27 67 171 1739

Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
Downloaded by: nocoselelomavela | [email protected] Want to earn
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
ofDistribution
any part of ofthis
thisdocument is illegal
document, in any form or by any means, isR13,625
strictly per year?
prohibited.
Powered by TCPDF (www.tcpdf.org)