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  • PALAR as a methodology for community engagement by faculties of education

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    Author(s)
    Wood, Lesley
    Zuber-Skerritt, Ortrun
    Griffith University Author(s)
    Zuber-Skerritt, Ortrun D.
    Year published
    2013
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    Abstract
    Community engagement (CE) is a core function of the university in South Africa. In the field of education, the imperative to pursue and promote CE provides an exciting opportunity for researchers to work with school communities to address the many challenges that threaten the quality of teaching and learning. Yet, relatively few researchers in education faculties have expertise in this emerging area of scholarship. There is therefore a need to develop among academics a capacity for community-based research and deep knowledge of how to approach it effectively. This conceptual article positions participatory action learning ...
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    Community engagement (CE) is a core function of the university in South Africa. In the field of education, the imperative to pursue and promote CE provides an exciting opportunity for researchers to work with school communities to address the many challenges that threaten the quality of teaching and learning. Yet, relatively few researchers in education faculties have expertise in this emerging area of scholarship. There is therefore a need to develop among academics a capacity for community-based research and deep knowledge of how to approach it effectively. This conceptual article positions participatory action learning and action research (PALAR) as a creative, innovative, collaborative and self-developed way to achieve this purpose. Findings from various PALAR projects, in which the authors have participated, provide evidence of PALAR's utility for disrupting traditional notions of partnership, power relations and knowledge creation. However, they also highlight the challenges this form of enquiry poses within academic environments geared for research that follows a more pre- determined, researcher-controlled trajectory. These findings are helpful for stimulating thinking about how such challenges can be addressed to ensure that the research, action, and knowledge we create through this process actually translate into practical community improvement.
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    Journal Title
    South African Journal of Education
    Volume
    33
    Issue
    4
    Publisher URI
    http://www.sajournalofeducation.co.za/index.php/saje/article/view/812
    Copyright Statement
    © 2013 Education Association of South Africa (EASA).. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
    Subject
    Continuing and community education
    Curriculum and pedagogy
    Specialist studies in education
    Other Education
    Publication URI
    http://hdl.handle.net/10072/57669
    Collection
    • Journal articles

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