Projects per year
When academics, who occupy a traditional position of power and privilege, engage with community members whose thinking, attitudes and responses have been shaped by ongoing socio-historical oppression and disadvantage, democratic participation is not easy to attain. Yet, unless community members feel able to participate freely, the valuable local knowledge they bring to the project will be lost and the learning will again be based on theories that may have little relevance for them. We explain how power relations can be leveled through the utilization of specific strategies within a participatory action research design. Seven community members and five teachers collaborated to develop a training program that the community members would later use to educate parents about how to better support their children academically. Informed by a qualitative analysis of visual and textual data generated in several working sessions for this project, findings indicate that, while the flattening of power relations is an ongoing and complex task, specific strategies can be used to “level the playing fields” and negotiate the intricacies of power, privilege and participation.
|Journal||Adult Education Quarterly|
|Early online date||23 Apr 2017|
|Publication status||E-pub ahead of print - 23 Apr 2017|
- Adult learning
- community development
- democratic participation
- parental support
- participatory action research
FingerprintDive into the research topics of 'Levelling the playing fields in PAR: the intricacies of power, privilege and participation in a university-community school partnership'. Together they form a unique fingerprint.
- 1 Finished
Ubunye: Empowering parents in disadvantaged rural communities in South African communities to support classroom learning
30/09/15 → 29/09/17