RSE4801
Assignment 6 Contingency 2025
Due Date: 23 January 2026
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, A. LEARNING UNIT 1: BECOMING AN EDUCATIONAL RESEARCHER
INTRODUCTION
Becoming an effective educational researcher is a journey that requires more than
technical skills. It is a personal and professional transformation that involves
curiosity, courage, commitment to justice, and deep respect for people and
knowledge. In South Africa, with its history of apartheid, inequality and cultural
diversity, educational research must also focus on social justice and decolonisation.
This means researchers must not only collect data but understand how their
research affects communities and society.
This essay discusses the most important skills and qualities needed to become a
strong educational researcher. These include contextual awareness, ethical
responsibility, critical thinking, curiosity, reflexivity and the ability to intervene and
create positive change. Each of these qualities will be connected to how they shape
the research design and the final outcomes of research. The ideas of Linda Tuhiwai
Smith (1999) and other researchers such as Khan (2021) and Hostetler (2005) will
guide this reflection.
1. CONTEXTUAL AWARENESS AND DECOLONIAL COMMITMENT
Educational researchers in South Africa must begin by understanding the deep
social, historical, and political inequalities that still affect the education system. A
good researcher knows that knowledge is not neutral. It has been used in the past to
exclude, silence and dominate certain communities. Smith (1999) explains how
research in colonised contexts has often hurt indigenous people by ignoring their
knowledge and values.
In South Africa, where many learners still face poor infrastructure, language barriers
and exclusion, research must be context-driven. An effective researcher is aware of
how poverty, race, language and disability affect education. They use this awareness
to shape research questions that matter to local communities and make sure their
findings are useful in real life.
Varsity Cube 2025 +27 81 278 3372
, Contextual awareness helps shape the research design. It influences how the
problem is framed, how participants are selected, and which methods are used. For
example, when working in a rural area, a researcher may choose participatory or
narrative methods to include local voices. This leads to findings that are relevant and
respectful. As Khan (2021) argues, effective researchers adapt their design to suit
the people and problems they are studying.
2. INTERVENTION AND RESPONSIBILITY
Educational research is not just about describing a problem. It is also about helping
to solve it. Hostetler (2005) explains that good research must be useful and ethical. It
must help people, especially those who are disadvantaged. Smith (1999) says
research should intervene in systems of power and create alternatives that are better
and more just. This is especially important in a country like South Africa where many
learners are still left behind.
An effective researcher uses their work to improve teaching, support inclusive
learning, and influence policy. Their research becomes a form of activism. For
example, a study on language barriers in schools may lead to changes in how
teachers are trained or how textbooks are written.
Intervention shapes research design by encouraging the use of action research,
participatory approaches and case studies. These designs allow the researcher to
work with the community and respond to their real needs. According to Groothuijsen
et al. (2023), research that includes the voices of teachers and learners often has
more practical impact.
3. CURIOSITY AND INTELLECTUAL OPENNESS
At the heart of research is a desire to know more. Curiosity is the drive to ask
questions and explore new ideas. A good researcher is not satisfied with surface-
level answers. They want to understand why things are the way they are and how
they can be different. As Smith (1999) shows in her work, questioning dominant
Varsity Cube 2025 +27 81 278 3372
Assignment 6 Contingency 2025
Due Date: 23 January 2026
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, A. LEARNING UNIT 1: BECOMING AN EDUCATIONAL RESEARCHER
INTRODUCTION
Becoming an effective educational researcher is a journey that requires more than
technical skills. It is a personal and professional transformation that involves
curiosity, courage, commitment to justice, and deep respect for people and
knowledge. In South Africa, with its history of apartheid, inequality and cultural
diversity, educational research must also focus on social justice and decolonisation.
This means researchers must not only collect data but understand how their
research affects communities and society.
This essay discusses the most important skills and qualities needed to become a
strong educational researcher. These include contextual awareness, ethical
responsibility, critical thinking, curiosity, reflexivity and the ability to intervene and
create positive change. Each of these qualities will be connected to how they shape
the research design and the final outcomes of research. The ideas of Linda Tuhiwai
Smith (1999) and other researchers such as Khan (2021) and Hostetler (2005) will
guide this reflection.
1. CONTEXTUAL AWARENESS AND DECOLONIAL COMMITMENT
Educational researchers in South Africa must begin by understanding the deep
social, historical, and political inequalities that still affect the education system. A
good researcher knows that knowledge is not neutral. It has been used in the past to
exclude, silence and dominate certain communities. Smith (1999) explains how
research in colonised contexts has often hurt indigenous people by ignoring their
knowledge and values.
In South Africa, where many learners still face poor infrastructure, language barriers
and exclusion, research must be context-driven. An effective researcher is aware of
how poverty, race, language and disability affect education. They use this awareness
to shape research questions that matter to local communities and make sure their
findings are useful in real life.
Varsity Cube 2025 +27 81 278 3372
, Contextual awareness helps shape the research design. It influences how the
problem is framed, how participants are selected, and which methods are used. For
example, when working in a rural area, a researcher may choose participatory or
narrative methods to include local voices. This leads to findings that are relevant and
respectful. As Khan (2021) argues, effective researchers adapt their design to suit
the people and problems they are studying.
2. INTERVENTION AND RESPONSIBILITY
Educational research is not just about describing a problem. It is also about helping
to solve it. Hostetler (2005) explains that good research must be useful and ethical. It
must help people, especially those who are disadvantaged. Smith (1999) says
research should intervene in systems of power and create alternatives that are better
and more just. This is especially important in a country like South Africa where many
learners are still left behind.
An effective researcher uses their work to improve teaching, support inclusive
learning, and influence policy. Their research becomes a form of activism. For
example, a study on language barriers in schools may lead to changes in how
teachers are trained or how textbooks are written.
Intervention shapes research design by encouraging the use of action research,
participatory approaches and case studies. These designs allow the researcher to
work with the community and respond to their real needs. According to Groothuijsen
et al. (2023), research that includes the voices of teachers and learners often has
more practical impact.
3. CURIOSITY AND INTELLECTUAL OPENNESS
At the heart of research is a desire to know more. Curiosity is the drive to ask
questions and explore new ideas. A good researcher is not satisfied with surface-
level answers. They want to understand why things are the way they are and how
they can be different. As Smith (1999) shows in her work, questioning dominant
Varsity Cube 2025 +27 81 278 3372
