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Now showing items 21-26 of 26
An action-learning model to assist Circuit Teams to support School Management Teams towards whole-school development
(Education Assoc South Africa (EASA), 2016)
The Education District and Circuit Offices in South Africa are mandated by the Department of Basic Education to support schools under their jurisdiction. Reasons for the lack of such support to schools have been highlighted ...
Collaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach
(Faculty of Education, Nelson Mandela Metropolitan University, South Africa, 2016)
South African teachers are not sufficiently equipped to address psychosocial challenges that they encounter in under-resourced contexts among learners at school, and which impact negatively on learning and teaching. In ...
How are action researchers contributing to knowledge democracy? A global perspective
(Taylor & Francis, 2018)
Although action research has been widely recognized as an appropriate
methodology for promoting the democratization of knowledge,
it is not always conducted from an emancipatory and
transformative paradigm. Using AR in ...
Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences
(Routledge, 2017)
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper ...
Helping learners think more hopefully about life after school: the usefulness of participartory visual strategies to make career education more contextually relevant
(Faculty of Education, University of the Free State, 2015)
Learners living in challenging socio-economic circumstances face limited opportunities for further education and employment. In this context, formal career guidance which merely provides information about specific jobs and ...
The value of using folktales as an intervention tool to enhance resilience for children orphaned and rendered vulnerable by HIV and AIDS
(Taylor & Francis, 2015)
The recent increase in the number of children orphaned and rendered vulnerable by HIV and AIDS has placed an added burden on schools as sites of care and support. Yet, many teachers regard this pastoral role as an added ...