Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships

dc.contributor.authorEbersohn, L. (Liesel)
dc.contributor.authorLoots, Tilda
dc.contributor.authorEloff, Irma
dc.contributor.authorFerreira, Ronel
dc.contributor.emailliesel.ebersohn@up.ac.zaen_ZA
dc.date.accessioned2016-07-04T08:08:09Z
dc.date.available2016-07-04T08:08:09Z
dc.date.issued2015-01
dc.description.abstractThis 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.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianhb2016en_ZA
dc.description.librarian2024dzm
dc.description.sponsorshipA grant from the National Research Foundation (NRF) for the Flourishing Learning Youth (FLY) project (Grant Number: 82620.CEC12091412827).en_ZA
dc.description.urihttp://www.elsevier.com/locate/tateen_ZA
dc.identifier.citationEbersohn, L, Loots, T, Eloff, I & Ferreira, R 2015, 'Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships', Teaching and Teacher Education, vol. 45, no. pp. 59-72en_ZA
dc.identifier.issn0742-051X
dc.identifier.other10.1016/j.tate.2014.09.003
dc.identifier.urihttp://hdl.handle.net/2263/53604
dc.language.isoenen_ZA
dc.publisherElsevieren_ZA
dc.rights© 2014 Elsevier Ltd. All rights reserved. Notice : this is the author’s version of a work that was accepted for publication in Teaching and Teacher Education. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Teaching and Teacher Education, vol. 45, pp. 59-72, 2015. doi : 10.1016/j.tate.2014.09.003.en_ZA
dc.subjectHigher education-community engagement partnershipsen_ZA
dc.subjectChallenges related to community engagementen_ZA
dc.subjectRural schoolsen_ZA
dc.subjectTeachersen_ZA
dc.subjectGenerative theory of ruralityen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.subject.otherEducation articles SDG-17
dc.subject.otherSDG-17: Partnerships for the goals
dc.titleTaking note of obstacles research partners negotiate in long-term higher education community engagement partnershipsen_ZA
dc.typePostprint Articleen_ZA

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