Critical Practioner Inquiry (CPI)

The Namib Desert and the Spitskoppe is close to the National Institute for Educational Development (NIED) in Namibia where the CPI concept once was developed in the beginning of the 1990s. More »

Education for the young generation

Good education building on CPI will create a better future for the young generation also in Africa. More »

A CPI Master course graduation

A Master course following a CPI approach was developed and carried out with course participants from five universities in the Ethiopia. More »

The Haramaya group

The group of succesful CPI Master students from Haramaya University, Ethiopia, together with the tutors Brook and Lars More »

PhD students from Lao PDR nailing their thesis 2011

Keo and Ngouay investigated the introduction of action research in Lao PDR. Their thesis CULTIVATING EDUCATIONAL ACTION RESEARCH IN LAO PDR - FOR A BETTER FUTURE? was informed by CPI perspectives. More »


Action Research in Teacher Education by Ken Zeichner

In this chapter I revisit one of the major themes I addressed in the keynote talk that I gave at the 1992 CARN conference in Worcester in the UK. In my 1992 talk, “Personal transformation and social reconstruction through action research”(Zeichner, 1993), I explored the idea of what it means for action research conducted by primary and secondary school teachers to contribute to greater social, cultural, political and economic justice in a society, and I criticized both what I saw as an uncritical glorification of action research because of the alleged personal and social benefits that were often implied to be inevitably associated with doing it, and criticisms of teachers by academics for not directly seeking to change the structures of schooling and focusing their efforts mainly within their classrooms. I argued that while educational action research does not necessarily promote a more humane and just school or society and can (and has been) used to legitimate ideas and practices that are harmful to individuals and societies, that it is possible for teachers to do “socially critical” action research (Tripp, 1990) at multiple levels – in their classrooms, in their schools, and in the society at large.

Action Research in Teacher Education as a Force for Greater Social Justice

This text was also presented as a keynote address in the annual meeting of the Collaborative Action Research Network, Umea University, Sweden, November 2007.


Post-apartheid teacher education reform in Namibia – The struggle between common sense and good sense by Lars Dahlstrom

This thesis is a narrative of attempted efforts to change teacher education in post-apartheid Namibia. It analyses the broad global layers of influence on a newly born African nation state. It gives an overview of the historical deposits into common sense about schooling and education and the visions and practices of the liberation movement before independence. The teacher education reform was neither a defeat nor a victory, but positioned teacher education in Namibia in a new pedagogical situation with a possibility for future transformative developments.

Abstract and Acknowledgements


Chapter 1.

Chapter 2.

Chapter 3.

Chapter 4.

Chapter 5.

Chapter 6.

Chapter 7.

Chapter 8.

Chapter 9.

Chapter 10.

Chapter 11.

Chapter 12.



The liberal virus and false opportunity promise in education

The liberal virus and false opportunity promise in Education

This article places third world education in a historical-political imperialist perspective. It draws on the conception of imperialism as a decisive hegemonic force that has penetrated third world societies through different historical stages. The present form of informal imperialism characterised by global neo-liberal capitalism and market expansions will move education in third world societies down the technical rationality and market-oriented lane and away from an emancipation terrain of education with severe consequences for the populace of Africa, unless a strategic counter-force is organised.

Critical Practitioner Inquiry in Namibia

1. Critical Practitioner Inquiry in Namibia

This is a list of CPI reports produced by educators in Namibia as part of the post-apartheid reform efforts both during and after the liberation struggle.

Consequence of Pedagogy

Consequence of Pedagogy

This narrative tells a story of an individual’s travel as an educator and the concequences of his educational choices along the road that led up to Critical Practitioner Inquiry.

Position Paper for The Global South Network

Position Paper

This position paper explains the educational ideas and considerations behind the Global South Network and its pedagogical approach called Critical Practitioner Inquiry (CPI).

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