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Schools as Enabling Spaces to Improve Learning and Health Outcomes in Rural South Africa — Part 1
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), World Educational Research Association Virtual Meeting Rooms, WERA Virtual Meeting Room 1Session Type: Symposium
Abstract
"This two-part symposium responds to the global challenge of sustainable development. The symposium brings together evidence from a mixed-methods, interdisciplinary project funded by the UK Economic and Social Research Council to investigate how rural primary schools in South Africa can become enabling spaces to boost young children's enjoyment of learning and chances of leading health lives.
Part 1 introduces the conceptual and methodological framework for the symposium, exploring at depth how research rigour has been enhanced by using innovative methodologies in the current global challenging times. Part 2 focuses on social justice issues relating to rural poverty and examines how school-based, whole-child oriented complex interventions offer the promise to strengthen schools’ capacities and capabilities for better learning and health outcomes."
Sub Unit
Chairs
Papers
Researching School Enablement in Rural Communities: A Global Challenge - Qing Gu, University College London Institute of Education; Liesel Ebersohn, University of Pretoria; Patrick Callaghan, London South Bank University; Martin Mills, QUT; Rupert J. Higham, University College London; Lynn Ang, Institute of Education - London; Jolene Skordis- Worrall, Queensland University of Technology
Reconceptualizing Research Rigor in Global Challenging Times - Liesel Ebersohn, University of Pretoria; Patrick Callaghan, London South Bank University; Martin Mills, QUT; Rupert J. Higham, University College London; Lynn Ang, Institute of Education - London; Jolene Skordis- Worrall, Queensland University of Technology
Using PhotoVoice to Understand What Constitutes a "Good" Life in Rural South Africa - Gerard Joseph, University College London; Liesel Ebersohn, University of Pretoria; Kanye Rampa, University of Pretoria; Liz-Marie Basson, University of Pretoria; Monique Oosthuizen, University of Pretoria; Kirsten Dingle, University of Pretoria; Qing Gu, University College London Institute of Education; Jolene Skordis- Worrall, Queensland University of Technology