Using novel participatory mapping techniques to identify high leverage points for intervention in the education systems of Eswatini and South Africa

This study explores transformative intervention and education system change, with the overall aim of making education systems in Eswatini and South Africa more inclusive for marginalised learners. Building on the work of Meadows (1999), the study considers how points of high leverage – information flows, system rules, system self-organisation, system goals, societal mindsets – can be targeted to bring about more meaningful and sustainable change in the education systems of the target countries. A key aim of the study was also to develop a novel methodology for the identification of high leverage points, and to explore stakeholder power dynamics situated at these points. Grounded in critical realism and relational ontology, the study adopts a systems thinking epistemology, and acknowledges the inherent complexity and interrelatedness of social systems. An exploratory, multiple-phase case study methodology was developed to explore the education system dynamics of the target countries and to identify points of high leverage intervention and the power dynamics situated at those points. This was participatory in nature, guided by the ethical stance of conducting research with people, rather than for people. Findings in both countries point to the importance of high-leverage system intervention. In particular, intervention at the level of system design (information flows, system rules, self-organisation) was seen to be a way to indirectly target change at the higher leverage point level of system goals and mindsets. Ultimately, mindset shift – especially around disability and marginalisation – was seen as a necessary prerequisite to any meaningful system change, and for the inclusion of marginalised learners. In regard to the novel methodology developed, findings indicated that participants found the multi-stage system mapping exercises to be useful, engaging, and empowering. This study suggests that participatory system mapping methods can be useful in identifying and targeting high leverage points within education systems. By focussing on the level of system design, and by analysing power dynamics at points of high leverage, the novel methodology developed has the potential to be generalisable and impactful in other fields.<p></p>

Author dc:creator

• Richard Ingram (21058895)

• Inclusive education
• Systems thinking

Statement dc:rights

• All rights reserved
• Embargoed

Identifier

10779/exe.31049905.v1

OAI identifier oai:identifier

oai:figshare.com:article/31049905