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dc.contributor.authorMoletsane, Relebohile
dc.date.accessioned2016-06-15T08:50:34Z
dc.date.available2016-06-15T08:50:34Z
dc.date.issued2012
dc.identifier.citationMoletsane, R. (2012). Repositioning educational research on rurality and rural education in South Africa: Beyond deficit paradigms. Perspectives in Education, 30(1), 1-8.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3017
dc.description.abstractAlmost two decades after the demise of apartheid, rural communities in South Africa are still plagued by seemingly insurmountable challenges, with no change in sight for those who need it most. In spite of the many interventions that have been implemented, real transformation remains elusive. This position paper is premised on the notion that this lack of social change is due, in large part, to the dominance of research paradigms that ignore the voices of those most affected and those who are the intended beneficiaries of the interventions informed by the scholarship. Thus, the paper aims to critically reflect on the nature of rurality and to map the issues that face rural communities as well as the limitations of dominant research paradigms and their impact on social change (or lack thereof). It concludes with an exploration of the possibilities for using participatory visual methods for conducting research that makes a difference in the lives of participants and those around them.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectRuralityen_ZA
dc.subjectRural educationen_ZA
dc.subjectDeficit paradigmsen_ZA
dc.subjectParticipatory visual methodsen_ZA
dc.titleRepositioning educational research on rurality and rural education in South Africa: beyond deficit paradigmsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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