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

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TATE Volume 45, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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 = 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.

Citation

Ebersöhn, 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: An International Journal of Research and Studies, 45(1), 59-72. Elsevier Ltd. Retrieved June 24, 2022 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 31, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2014.09.003

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