deurlopende formatiewe assessering in skriftelike stelwerk in graad 5

nature of human society, human freedom of others… emancipation is
inextricably linked with the notions of justice and ultimately equality.
Grundy (1987: 156-157) verbind aksienavorsing so met ‘n kritiese pedagogiek:
(i) Critical pedagogy confronts the real problems of existence. (Subject matter of
action research is the practitioner’s own practice …)
(ii) Critical pedagogy involves processes of conscientization. Action research aims
at improvement in understanding along with improvement in practice and in the
context of the practice.
Dit blyk dat die kritiese belang ‘n verlengstuk van die praktiese interpretatiewe belang is.
3.4 AKSIENAVORSING
3.4.1 Inleiding
Aksienavorsing is ‘n vorm van navorsing wat aksie met navorsing kombineer en is gemik om
‘n sosiale verandering teweeg te bring. Die vorm van navorsing is deelnemend in die sin dat
die praktisyn sy/haar praktyk navors en gelyktydig praktisyn sowel as navorser is. Daar word
ook geargumenteer dat aksienavorsing kollaboratief is omdat deelnemers in aksienavorsing te
alle tye deel van die navorsing is. Aksienavorsing poog om alle deelnemers in elke fase te
betrek. In soverre hierdie groepe verantwoordelikheid aanvaar vir die uitvoering van
aksienavorsing en die implimentering van die resultate daarvan, kan aksienavorsing as
demokraties getipeer word.
Die bydrae van aksienavorsing tot sosiale verandering vind dan veral ook weerklank in
sekere sosiaal-politiese kringe. In sy suiwerste vorm word aksienavorsing van binne ‘n
organisasie onderneem - byvoorbeeld deur onderwysers van ‘n onderwysdepartement - in
plaas van iemand wat van buite kom en die rol van ‘n buitestander behou. Kemmis (1985: 36)
sê dat dit:
… allow(s) participants to influence, if not determine, the conditions of their
own lives and work, and collaboratively to develop critiques of social
conditions which sustain dependence, inequality, or exploitation in any
research enterprise in particular, or in social life in general.
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