Conditions constraining the potential of Educational Development to impact on the transformation of teaching and learning

Abstract

This paper argues that the field of Educational Development has not fulfilled its potential to contribute to the transformation of teaching and learning in South African universities because of conditions constraining the agency of practitioners. It draws on, and extends, previous work. It then draws on, and extends, previous work (Shay, 2012; Boughey, 2022) to identify these conditions using a framework drawn from Bhaskar’s (1978) critical realism and Archer’s (1995, 1996, 2000) critical realism.