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dc.contributor.authorSetlhare, Rubina
dc.contributor.authorWood, Lesley
dc.contributor.authorMeyer, Lukas
dc.date.accessioned2017-05-15T12:32:19Z
dc.date.available2017-05-15T12:32:19Z
dc.date.issued2016
dc.identifier.citationSetlhare, R. et al. 2016. Collaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach. Educational Research for Social Change, 5(2):18-34. [http://dx.doi.org/10.17159/2221-4070/2016/v5i2a2]
dc.identifier.issn2221-4070
dc.identifier.urihttp://hdl.handle.net/10394/24068
dc.identifier.urihttp://dx.doi.org/10.17159/2221-4070/2016/v5i2a2
dc.description.abstractSouth 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 this article, we report on the first cycle of a community-based participatory action research project undertaken with teacher participants to facilitate a collaborative understanding of the contextual psychosocial challenges that learners face. The aim of the study was to equip teachers with sustainable capacity to conduct a participatory action learning and action research (PALAR) enquiry that would enhance their ability to identify and address contextual psychosocial challenges to promote wellness. Following a PALAR design, we collaborated with 10 volunteer teachers for the generation of qualitative data through relationship building activities, individual interviews, the creation of visual artefacts, and informal group discussions. Data were analysed thematically in collaboration with the community of participants. Findings suggest that the process assisted the teachers to gain a deeper understanding of learners' psychosocial challenges, encouraged a sense of group identity among coresearchers, and fostered their agency to begin to address the identified challenges and to network with community stakeholders to promote wellness among themselves and among learners.
dc.language.isoen
dc.publisherFaculty of Education, Nelson Mandela Metropolitan University, South Africa
dc.subjectAction research
dc.subjectcommunity-based partnerships
dc.subjectlearner wellness
dc.subjectpsychosocial challenges
dc.subjectSouth African schools
dc.subjectunder-resourced communities
dc.titleCollaborated understandings of context-specific psychosocial challenges facing South African school learners: a participatory approach
dc.typeArticle
dc.contributor.researchID10185666 - Meyer, Lukas Wilhelm
dc.contributor.researchID21813965 - Wood, Lesley Angelina


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