"Great Conversation" for School Improvement in Disadvantageous Rural Contexts: A Participatory Case Study

Autor/in	Bana, Zubeda
Titel	"Great Conversation" for School Improvement in Disadvantageous Rural Contexts: A Participatory Case Study
Quelle	In: Educational Action Research, 18 (2010) 2, S.213-237 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-0792
Schlagwörter	Rural Schools; Action Research; Educational Change; Rural Areas; Foreign Countries; Access to Education; Teacher Educators; Educational Improvement; Disadvantaged Schools; Educational Environment; Participatory Research; Case Studies; Educational Attitudes; Negative Attitudes; Resistance (Psychology); Psychological Patterns; Stakeholders; Educational Research; Educational Planning; Parent Role; Teacher Role; Educational Policy; Discussion; Transformative Learning; Pakistan + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Projektforschung; Bildungsreform; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Teacher education; Lehrerausbildung; Lehrerbildung; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Forschungstätigkeit; Case study; Fallstudie; Case Study; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Negative Fixierung; Resistenz; Bildungsforschung; Pädagogische Forschung; Bildungsplanung; Parental role; Elternrolle; Lehrerrolle; Politics of education; Bildungspolitik; Diskussion; Pädagogische Transformation
Abstract	The core empirical basis of this paper is based upon my recent participatory action research case study, sponsored by my university, conducted in a rural school in one of the most disadvantageous districts of Sindh, Pakistan. The paper argues that the current climate in most of the schools across the country reflects "apathy" and "ignorance". Although substantial initiatives have been taken by the education-sector reforms, all efforts tend to be diluted in improving quality and access to education, particularly in rural areas. One of the obvious reasons for not achieving maximum impact through these reforms is that, mostly, they are driven from external efforts, which themselves are subject to strong criticism. This paper explores how a teacher educator may empower a rural school by engaging key stakeholders in therapeutic enquiry, utilizing "Great Conversation" as an alternative pedagogy for school improvement and reforms. (Contains 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10