Abstracts
Abstract
This article examines the level of research involvement among educational stakeholders in the process of educational policy-making and implementation in Nigeria. It attributes the transformational challenges confronting the secondary school system in Nigeria to the epistemological question: “What is the relationship between the knower or would-be knower and what can be known?” This is premised on the idea that the research process that led to the 6-3-3-4, or the “new” 9-3-4 system of education from the 6-5-2-3 system of education, did not involve the participants as co-researchers and co-subjects in their relationship. This article argues for co-operative inquiry as an alternative participatory, action research method for ameliorating these transformational challenges in the Nigerian secondary school system.
Keywords:
- co-researchers,
- co-subjects,
- participatory,
- policy,
- relationship
Résumé
Cet article examine le niveau d’implication de la recherche parmi les parties prenantes éducationnelles dans le processus d’élaboration et de mise en œuvre des politiques éducatives au Nigéria. L’article attribue les défis transformationnels auxquels les secondaires nigérians sont confrontés à la question épistémologique : « Quelle est la relation entre le connaisseur ou le soi-disant connaisseur et ce qui peut être connu ? » Ceci repose sur l’idée que le processus de recherche qui a conduit au système d’éducation 6-3-3-4, ou au « nouveau » système d’éducation 9-3-4, n’a pas impliqué les participants en tant que co-chercheurs et co-sujets. Cet article plaide en faveur de l’enquête co-opérative en tant que méthode alternative de recherche afin d’améliorer ces défis transformationnels dans les secondaires nigérians.
Mots-clés :
- co-chercheurs,
- co-sujets,
- participatif,
- politique,
- relation
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