Strategies for democratic reform in education: developing an action research community in Mongolia

Abstract

ABSTRACT Within the major university for teacher education in Mongolia, Mongolian National University of Education, teacher development is designed to support the government-mandated higher education reform movement as this relatively young independent nation navigates from a position of dependency on foreign experts to one of greater independence and professional autonomy. This article discusses action research processes that support a sustainable, democratic model at MNUE, focusing on an ongoing participatory study using the perspectives of (a) a visiting scholar, who for 10 years has investigated reform efforts involving use of action research methodology at MNUE; (b) conclusions of an administrative university leader, who closely studies strategic planning and implementation of reform based on governmental and credential standards and supports development of a university action research voice; and (c) reflections of a faculty member, who documents university reform efforts in her work with colleagues and students. Results of a constant comparative analysis of these perspectives are presented with recommendations for sustaining the process, including how to (a) support reform efforts through continuing action research reflecting a democratic process and commitment to social justice, and (b) continue reconceptualizing knowledge and expertise as the role of democratic partnerships evolves from external intervention to national leadership.