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Autor/inn/enMyende, Phumlani E.; Hlalele, Dipane
TitelFraming Sustainable Rural Learning Ecologies: A Case for Strength-Based Approaches
QuelleIn: Africa Education Review, 15 (2018) 3, S.21-37 (17 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationORCID (Hlalele, Dipane)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1814-6627
DOI10.1080/18146627.2016.1224598
SchlagwörterRural Education; Sustainability; Educational Practices; Foreign Countries; Inquiry; Culturally Relevant Education; Barriers; Government Role; Rural Development; Community Involvement; Cultural Capital; Instructional Leadership; Leadership Responsibility; South Africa
AbstractIn this paper, we suggest strength-based approaches for the creation of sustainable rural learning ecologies. We have framed the creation of rural learning ecologies with appreciative inquiry (AI) as a framework and argue that it begins from understanding rurality from positive psychology. The premise within AI has been seen to be the shift from deficient understanding of rural spaces to consideration of them as areas with untapped potential. Arguments for strength-based approaches are based on the fact that they promote improvement from within. This is placing rural communities at the forefront and removing them from the receiving end. We argue that such approaches are giving acknowledgement to rural dwellers that they are better placed to address their solutions drawing from different forms of capital. This paper argues that rural education improvement strategies are possible when educational leaders draw from the capacities that exist in rural spaces. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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