Ebersohn, L. (Liesel)Loots, TildaEloff, IrmaFerreira, Ronel2016-07-042016-07-042015-01Ebersohn, 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. 59-720742-051X10.1016/j.tate.2014.09.003http://hdl.handle.net/2263/53604This 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© 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.Higher education-community engagement partnershipsChallenges related to community engagementRural schoolsTeachersGenerative theory of ruralityEducation articles SDG-04SDG-04: Quality educationEducation articles SDG-10SDG-10: Reduced inequalitiesEducation articles SDG-17SDG-17: Partnerships for the goalsPostprint Article