Educational Research in South Africa bears the mark of a more general decade of decline that characterizes the Humanities. In 2011 the Academy of Science of South Africa (ASSAf) published a Consensus study on the state of the humanities in South Africa: Status, prospects and strategies which highlights that the humanities in comparison with science, engineering, technology and mathematics (SETM) is not producing the high levels of scholarship associated with disciplines in the SETM field primarily because of low levels of doctoral student throughputs, research publications in internationally recognised peer reviewed journals, academic staff who hold a doctorate, and the fact that below 20% of research outputs (excluding education) are produced by a black academic cohort. In addition, the report entitled Audit and interpretive analysis of education research in South Africa: What have we learnt? (Deacon, Osman and Buchler, 2009) captures the status of educational research (1995-2006). The government’s funding formula is biased towards accrediting articles published in ISI, IBSS (International Bibliography of the Social Sciences) and selected journals on the Department of Education’s (DOE) list. The humanities, and hence education continue to be prejudiced because of the overwhelmingly productive strengths of the SETM field.