Learning through the action of research: reflections on an Afrocentric research design

Abstract

Learning is a process of conscious or unconscious becoming, individually and/or collectively. The more conscious I am/we are of the process, the higher the possibilities of learning for action/reaction and change. This is consistent with an Afrocentric view of learning. In the research context, the researcher creates a conscious learning ‘space’ through research design. Key to this paper is a research design that created multiple humanization learning ‘spaces’ for all participants including the researcher. Juxtaposed to these learning ‘places’ in an Afrocentric research design (ARD) are traditional and hegemonic validity or trustworthiness issues. Based on an empirical study, this paper presents and reflects on an ARD. It asks the question: To what extent did the research design facilitate Afrocentric values through the action of research – for the researcher within himself, between the researcher and the research participants as well as among the research participants, while at the same time remaining true to the rigour of traditional research protocols. This paper concludes firstly that like any qualitative research, the choice of an Afrocentric research paradigm and approach/method has a direct impact on research design, the nature of engagement and the consequences thereof and that Afrocentrism still has major contributions to make particularly in the context of marginalization and exclusion. Secondly, that observation of trustworthiness protocols by an ARD does not mean compromising foundational values but rather enhances the quality of scholarship.