期刊
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
卷 53, 期 -, 页码 80-91出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.ijedudev.2016.11.005
关键词
Asset-based approach; School-based intervention; High-risk school; Instrumental social support; Resource management; Collectivist coping; Teacher training
资金
- National Research Foundation [82620.CEC12091412827]
Teachers in post-colonial settings are required to function within the constraints of structural disparities. Teacher agency is explained as an outcome of collectivist coping, using instrumental social support for resource management. Following an asset-based intervention with teachers (n = 37, male = 4, female = 33) in high-risk schools (n = 4, secondary = 1, primary = 3, urban = 3, rural = 1) in three South African provinces, these teachers demonstrated agency, in spite of deprivation, to draw on the available resources to cope with contextual hardship. The data sources of the nine year school-based study include multiple researchers' observation data (field notes, researcher diaries, photographs), as well as participatory reflection and action (PRA) data (obtained from verbatim transcriptions of video and audio recordings). (C) 2016 Published by Elsevier Ltd.
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