The affordances of PAR for a school-community partnership to enhance learner support in socio-economically challenged communities
Bibliographic Data
| ID | 6134641 |
|---|---|
| Authors | Lesley Wood (0000-0002-9139-1507, COMBER, North-West University, North West, South Africa, corresponding author), Mary Mcateer (0000-0003-3642-1301, Faculty of Education, Edge Hill University, Lancashire, UK; COMBER, North-West University, North West, South Africa) |
| Year | 2021 |
| Volume | 21 |
| Issue | 1 |
| Pages | 62-80 |
| Publication date | 2021-06-23 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Action Research (JOURNAL) |
| Journal identifiers | ISSN: 1476-7503 • E-ISSN: 1741-2617 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/14767503211023133 |
| OpenAlex | W3174964056 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
Although complex reasons exist for the poor state of education in socio-economically challenged communities in South Africa, improving parental support to learners is one approach to buffer contextual adversities. Yet, historically, collaboration between school and parent has been problematic. We hypothesized that a participatory action research approach might be useful to develop positive relations between teachers and parents. We report on the benefits of a PAR project undertaken by seven community parents and five teachers to enhance learner support in a primary school situated in a low-income area. Thematic analysis of focus group interviews with participants, triangulated by transcriptions of a final project workshop, revealed that participation in the PAR process enabled i) the development of contextually relevant content for an educational programme; ii) change in the assumptions of parents and teachers about their respective roles in supporting the child; iii) the personal/technical skills development of participants; and iv) positive outcomes beyond the project. The insights gain from this study highlight the benefits of PAR to enable schools to harness the wealth of knowledge and skills that exist in their community to enhance learner support and improve the quality of teaching and learning
Action research · Affordance · Citizen journalism · Focus group · General partnership · Learning community · Participatory action research · Pedagogy · Political science · Public relations · Qualitative research · Quality (philosophy · Situated · Social science · Sociology · Thematic analysis · Early Childhood Education and Development · Family and Disability Support Research · Parental Involvement in Education · Psychology
Against Common Sense
Are There Long-Term Effects of Early Child Care?
Participatory Action Learning and Action Research
Development as Freedom
Fictions Of Feminist Ethnography
School–University–Community Collaboration
Informal community support for parents of pre-school children
Poverty & privilege
Family Matters
The North-South convergence
Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research
Psychosocial Aspects of White Middle-Class Identities
| Citations per year | 0.5 |
|---|---|
| Citation span | 2024 - 2024 (1) |
| Highly cited | No |