The womanity- women In Unity Dr Amaleya had an interview with Prof- lesley- wood
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In this episode of Womanity, Dr. Amaleya Goneos-Malka speaks with Professor Lesley Wood, an acclaimed researcher and educator from North-West University in South Africa. Professor Wood is a pioneer of Participatory Action Learning and Action Research (PALAR)—a methodology that challenges hierarchical academic traditions and champions a more inclusive, collaborative, and justice-oriented approach to education and research.
At the heart of Professor Wood’s work is a bold reimagining of research: not as a process on communities, but one conducted with them. Rooted in her early career as a social worker during South Africa’s HIV/AIDS crisis, her research prioritizes the lived experiences of the marginalized, particularly black women and youth who are often excluded from traditional decision-making spaces. She argues that those closest to the problem are also closest to the solution—a philosophy that has informed her career-long dedication to building community capacity from the ground up.
Throughout the interview, Professor Wood unpacks how PALAR differs from conventional research by enabling participants to co-create knowledge, take ownership of their development, and influence real-world outcomes, from improving educational practices in under-resourced schools to informing national early childhood development policy. In the South African and broader African context—shaped by historical inequalities, systemic gender-based violence, and intergenerational trauma—PALAR becomes not just a research tool, but a vehicle for healing, empowerment, and transformation.
Professor Wood mentions research on women, particularly informal early childhood educators and youth not in employment, education, or training (NEETs). She shares examples of how women, when given safe spaces to speak, reflect, and act collectively, can transform their self-belief into tangible ventures—like small businesses, tutoring centres, or even returning to university. This, she notes, not only helps uplift communities but also disrupts cycles of poverty and disempowerment.
Professor Wood also reflects on gender and leadership in academia, noting an increase in women occupying senior positions, though not without facing barriers. She encourages women to view themselves not just as women, but as capable professionals—to take risks, follow their passions, and lean into opportunities, even if they feel underprepared. Her own path into academia, which began later in life while raising children as a single mother, is a testament to the power of perseverance, self-belief, and lifelong learning.
The conversation further touches on the challenges of the digital divide, especially in rural African contexts, and the importance of digital literacy as a skill for youth and community development. Professor Wood emphasizes the need for contextualised, locally relevant technologies and capacity-building.
Through PALAR, Professor Wood calls for a radical rethinking of education—not as a top-down delivery of knowledge but as a collective, ethical, and culturally rooted process. Her approach embodies African philosophies of ubuntu, relationality, and shared growth, offering valuable lessons for the global academic community.
At the heart of Professor Wood’s work is a bold reimagining of research: not as a process on communities, but one conducted with them. Rooted in her early career as a social worker during South Africa’s HIV/AIDS crisis, her research prioritizes the lived experiences of the marginalized, particularly black women and youth who are often excluded from traditional decision-making spaces. She argues that those closest to the problem are also closest to the solution—a philosophy that has informed her career-long dedication to building community capacity from the ground up.
Throughout the interview, Professor Wood unpacks how PALAR differs from conventional research by enabling participants to co-create knowledge, take ownership of their development, and influence real-world outcomes, from improving educational practices in under-resourced schools to informing national early childhood development policy. In the South African and broader African context—shaped by historical inequalities, systemic gender-based violence, and intergenerational trauma—PALAR becomes not just a research tool, but a vehicle for healing, empowerment, and transformation.
Professor Wood mentions research on women, particularly informal early childhood educators and youth not in employment, education, or training (NEETs). She shares examples of how women, when given safe spaces to speak, reflect, and act collectively, can transform their self-belief into tangible ventures—like small businesses, tutoring centres, or even returning to university. This, she notes, not only helps uplift communities but also disrupts cycles of poverty and disempowerment.
Professor Wood also reflects on gender and leadership in academia, noting an increase in women occupying senior positions, though not without facing barriers. She encourages women to view themselves not just as women, but as capable professionals—to take risks, follow their passions, and lean into opportunities, even if they feel underprepared. Her own path into academia, which began later in life while raising children as a single mother, is a testament to the power of perseverance, self-belief, and lifelong learning.
The conversation further touches on the challenges of the digital divide, especially in rural African contexts, and the importance of digital literacy as a skill for youth and community development. Professor Wood emphasizes the need for contextualised, locally relevant technologies and capacity-building.
Through PALAR, Professor Wood calls for a radical rethinking of education—not as a top-down delivery of knowledge but as a collective, ethical, and culturally rooted process. Her approach embodies African philosophies of ubuntu, relationality, and shared growth, offering valuable lessons for the global academic community.
