Abstract:
This article describes the challenges that teachers negotiated in a rural school (thwarted by rurality in an
emerging-economy context) to remain partners in a long-term research project. We use the generative
theory of rurality to theoretically locate the challenges and thematic analysis of six years' Participatory
Reflection and Action (PRA) data with South African teachers (n ¼ 9) in a rural school. Insights may
contribute to knowledge about partnerships with marginalised-school partners. Knowing which obstacles
teacher-partners had to overcome to continue in a project, may inform the conceptualisation and
implementation of enduring partnerships.
