Department of Educational Psychology

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Browsing Department of Educational Psychology by Subject "Action research in education -- South Africa -- Western Cape"

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    Exploring the experiences of after-school programme practitioners in the Western Cape in supporting their rural/peri-urban community during the COVID-19 pandemic
    (Stellenbosch : Stellenbosch University, 2024-03 ) Dees, Sandy; Damons, Lynne; Rock, Chrischar; Stellenbosch University. Faculty of Education. Dept. of Educational Psychology.
    ENGLISH ABSTRACT: This study aimed to examine the experiences of after-school practitioners operating in peri-urban and rural communities in the Western Cape, with a focus on their dynamic contributions during the COVID-19 pandemic. Through this research, we sought to appreciate the significant influence of these practitioners, who utilised their training, skills, expertise, and networks to navigate the challenges posed by the pandemic in their communities and organisations. The research was conducted from a social constructivist perspective and utilised a community-based participatory action research (CBPAR) methodology that prioritised the involvement of the participants in the study. The participants, all of whom had undergone specialised training, collaborated with academic researchers to explore their community contexts and address emerging issues resulting from the pandemic. A multi-theoretical approach, including elements from Bronfenbrenner’s bio-ecological model and cultural historical activity theory (CHAT), was used to analyse and interpret the data generated in this study. The triangulation of theories created an opportunity to explore the data from various vantage points and to produce new perspectives. The research process involved collecting data through semi-structured interviews, focus group discussions and World Café sessions with ASP practitioners participating in peri-urban/rural and urban CBPAR projects, as well as field journal entries. An iterative data collection process was followed by a detailed thematic analysis of the data. Thematic analysis revealed diverse experiences of after-school practitioners and the importance of further professional development, networking, building partnerships and collaborating with stakeholders in their community to sustain the after-school sector. This study sheds light on the diverse motivations of after-school practitioners, surpassing traditional limits to cater to the changing requirements of their communities. In the context of the pandemic, after-school practitioners’ responsibilities expanded beyond providing a safe space to encompass immediate needs, such as ensuring food security and offering psychosocial support to their communities. Notwithstanding the challenges presented by the digital divide and their diverse socioeconomic backgrounds, the practitioners utilised technology and cutting-edge approaches effectively to ensure continued support. They acknowledged the crucial role of professional development and training in maintaining exceptional after-school programmes and, in doing so, emphasised the need for increased funding and collaboration within the sector. The research study provides valuable insights into the ways in which the after-school sector adapted and flourished during the pandemic, underscoring the importance of further investigations in multiple settings. I hope that this study will contribute to the growing body of knowledge surrounding the factors that promote the sustainability of the after-school sector.