Critical practitioner inquiry and the struggle over the preferential right of interpretation in the south

Abstract

This article situates the ongoing struggle over the preferential right of interpretation in education at the global arena. The recent influences from neoliberalism are emphasised and placed in a perspective based on analyses of the post-apartheid teacher education reform in Namibia as an example of a counter-hegemonic attempt. The conclusion drawn from the global and local analyses is that new alliances need to be created based on a refurbished solidarity perspective in the North in support of the preferential right of interpretation of ‘the poor’, particularly in the South.