Multiple stakeholder collaborations to co-develop school improvement plans in Community schools

A Participatory Action Learning and Action Research (PALAR) study

Abstract

Background: Participatory Action Learning and Action Research (PALAR) has been mostly used in Westernized contexts. The Centre for the Community School (CCS) started using this approach in their collaborations with multiple stakeholders to co-develop school improvement plans. The study was conducted in the Eastern Cape with participants from the Nelson Mandela Bay and Cala. There is no epistemic data that support the use of the PALAR methodology in the African context since it is mostly used in Westernized contexts. Considering this, we needed to establish its effectiveness for use in the African context and adapt this methodology to suit the African context.

Aim: To establish contextual factors that must be considered when using the PALAR methodology to develop school improvement plans in Community schools within the African context

Theory: We made use of critical pedagogy to frame our study

Method: We used PALAR as methodology. An Action Learning Set was formed, and data was generated using cellphilms. Due to COVID-19, we could not all congregate at the same time, we had to maintain social distance. We conducted the sessions in two separate meetings. The Action Learning Set were divided in two groups and created two cellphilms. We analysed the data using a thematic analysis.

Findings: Language, Cultural intelligence and Coherent collaborations are crucial factors that must be considered when applying PALAR to develop school improvement plans in the African context. The Action Learning Set highlighted the role of language and how it has a potential of discriminating and silencing voices if not used appropriately. They illustrated this through their cellphilm titled Ingxubakaxaka ngenxa yolwimi (a state of confusion due to language). Through this cellphilm they highlighted that it is imperative that when PALAR is being applied in the African context, a language that is understood by everyone be used. Data reveals that even though PALAR puts emphasis on collaboration, it is crucial that this collaboration is coherent. School improvement plans consist of several projects and if there is no coherency the whole process of school improvement may result in chaos, thus compromising the value of the projects. To adapt the PALAR methodology to the African context, data reveals that cultural intelligence is crucial and an important factor that must be considered. Africa is diverse and rich with numerous cultures, and African people pride themselves in the richness of these cultures. To be able to use PALAR within the African context, emotional intelligence is not enough, it must be coupled with cultural intelligence as well.

Conclusion: Through this study a new genre of PALAR was developed, one that is suitable for use in the African context. This study proposes guidelines that support the use of PALAR in the African context through the acronym SERV which stands for Situatedness, Empowerment, Roles, and Vulnerability).