Post Colonial Perspectives On Education Policy Research

Abstract

The focus of this article is on the role and contribution of policy research in contexts of social transformation. With reference to education transformation policies in post-apartheid South Africa, the argument is developed that research studies vary in their contribution to change, as a function of the paradigmatic assumptions and methodological choices of the researcher. Based on an analysis of post-colonial theory and transformative perspectives on policy research, a framework is proposed which could be used to evaluate research contributions. This is then used to evaluate a selection of policy research reports on Inclusive Education published since 1994. Findings from this exemplary analysis suggest that there is a disjuncture between policy research practices and transformation imperatives inherent to current policies, and that these reflect the paradigmatic and methodological assumptions made by researchers. Strategies are proposed which could strengthen policy research contributions to social change in South Africa.