Interdependencia positiva

There are many educational profits to be derived from engaging the communities in curriculum implementation, despite the challenges faced by stakeholders in implementing these classroom reforms. There are no problems that are insurmountable as long as there is a will.

For the rural teachers to be successful in combating their classroom problems, they have to capitalise on their ties with the community (Howley & Maynard 2003). Soliciting community participation involves moving everyday life into the classroom and moving the classroom out into everyday life (Barnhardt 2006:23). This requires careful and considered planning by the teacher. Transcending the narrow boundaries of the protected school and classroom into the realm of environmental eclecticism requires the building of capacities of both the teacher and the communities (Manitoba Community Engagement Framework 2008:22). This constructive partnership goes beyond unproductive blaming (Howley & Maynard 2003). It should be underpinned by joint exploration of the real-life opportunities available in the surrounding natural, physical and social environment (Barnhardt 2006:26). The success of any meaningful partnership between the teachers and the communities in curriculum implementation depends on the kind of orientation given to the persons involved (Barnhardt 2006:26).

Sustainable community engagement in curriculum implementation can be achieved by means of a number of community-friendly ways. For example, Gboku and Lekoko (2007:147) and the Manitoba Community Engagement Framework (2008:22) indicate that information-sharing between communities and teachers is essentially the most basic element. It helps the communities to understand what goes on in the classroom, putting them on the right path for involvement. Furthermore, the Manitoba Community Engagement Framework (2008:18) indicates that the information - sharing should be accurate, timely, relevant and within the community’s realm of understanding. Wilcox (1999) gives a ladder of participation, where information is deemed top priority, showing the kind of partnership that can be developed between the schools and the communities. The following figure, adapted from Wilcox (1999), shows the kind of relationship that should be developed and eventually exist between the teachers and the community members.

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Figure 2.1: Partnership between teachers and community members

TARSC (2006:27) adds that a community that is well-informed about existing classroom activities stands a better chance of raising its voice, debating and demanding inclusion and participation. Information is power.

Before the engagement process can begin, the teacher has to do what TARSC (2006:20) calls a ‘transect walk’. This is a systematic walk across the community, allowing the teacher to see a range of features and possibilities, resources (human and material) and conditions in the community. This can be achieved through interviewing, observing and discussing with the community members. This stakeholder mapping (TARSC 2006:60) is designed to interface with the local environment, tapping into knowledge, skills and resources in the community available to the teacher (Manitoba Community Engagement Framework 2008:22). The stakeholder mapping allows for the development of a logical and productive engagement framework between the teacher and the community members. Community members often have an idea of what happens in the schools and the classroom. They chat with their children at different informal platforms, through national education information systems and other unorthodox surveillance systems. This is an indication of their interest in curriculum

TEACHERS AND COMMUNITIES Information Consultation Deciding together Acting together Supporting each other's initiative Consolidating partnership

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implementation, despite their limitations on technical teaching strategies (Swift-Morgan 2006:358). Members in their communities can provide answers to contemporary educational problems in the classrooms (CAG Consultants2009). The teachers should find it easy to open up to and welcome community members to participate. They should value the contributions of different community members in curriculum implementation.

In trying to narrow the gap between the communities and the teachers in curriculum implementation, The Manitoba Community Engagement Framework (2008:20) has viewed a number of avenues. They include but are not limited to the following, namely:

 stakeholder meetings;

 assigning special tasks to community members or groups;  seminars or workshops with community members;

 creating advisory committees and/or taskforces;  strategic alliances or formal agreements; and  informal discussions.

Gorinski and Fraser (2006:29) say the following teacher-community engagement practices can be employed, namely:

 providing a schedule of all classroom activities and programmes, including syllabuses, time tables, sports diaries, etc. to the communities;

 teachers thinking about communities when planning these classroom activities;

 incorporating communities in the planning and management of classroom activities, and also accepting and listening to community voices whenever and wherever possible; and

 teachers can advocate for a curriculum that reflects the culture, interest, experiences and concerns of the communities.

Gboku and Lekoko (2007:148-150) suggest two important features of community engagement which include incorporating community members’ ideas in the planning process and acting together. According to Gorinski and Fraser (2006:28) this will make both the teachers and the communities accountable.

While it is impossible to work with everyone in the community when implementing the curriculum, there are ways of continuously keeping community members alert about what is

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going on in the classroom. Feedback can be given about the impact of their contribution on children’s learning, and what resources are needed. To keep communities informed about curriculum implementation issues, TARSC (2006:27) advocate for teacher-communities meetings and announcements, especially during communal gatherings, the teacher’s research trip to have an awareness of whom to involve, what to include in the curriculum plan and when to consult communities. By means of this stakeholder analysis, assessment, roles and influences (TARSC 2006:60), the teacher can put some aspects of education into the hands of communities thus opening up opportunities for meaningful learning (Barnhardt 2006:25) to the learners.

2.10 CHAPTER SUMMARY

In this chapter, the views and the research findings from the literature and related articles on issues pertaining to community participation in curriculum implementation, and its implication pertaining to this study are explored. The literature review was done in areas which would clearly outline how communities and classroom life in the primary school can interface. This was done with special reference to the definition of community participation and curriculum implementation, the history of community engagement, the role of community members in curriculum implementation, the attitudes and perceptions of stakeholders towards community participation in curriculum implementation, the barriers to effective community engagement in curriculum implementation, and the mitigation of such barriers. I also explored Putnam’s conception of the Social Capital Theory as the theoretical framework that informed this study. It was revealed from this theory that community participation in curriculum implementation can be realised when the teachers appreciate and engage community members to work together in solving problems in the classroom.

In the next chapter I will present the research methodology employed in this study in order to answer the major research question, as well as to achieve the objectives of the study.

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CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

The preceding chapter focused on literature review on how members of the community can be involved in curriculum implementation. The review of literature was done according to themes that helped to explain how communities and primary schools can meaningfully come together in curriculum implementation.

In this chapter I present the research design and methodology that underpin the study. The chapter provides an overview of the interpretive philosophy to this research. The chapter also discusses the qualitative methodology, data-collection instruments used, the data analysis techniques and ethical considerations.

The following table presents an overview of the research design and methodology employed in this study.

Table 3.1:

THE RESEARCH DESIGN

 The qualitative design  Descriptive design  Contextual design  Case study

DATA-COLLECTION STRATEGIES

45  In-depth unstructured interviews  Focus-group discussions

 Ethical considerartions

THE RESEARCH PARTICIPANTS

 School heads

 Teachers

 Members of the communities 1. Parents

2. Church leaders 3. Business people 4. Traditional leaders

PILOT TESTING

 The pilot testing of the research instruments was done at one primary school.

TRANSCRIPTIONS AND MEMBER- CHECKING

46  Codes

 Themes

 Categories and sub-categories

ANALYSIS OF THE DATA