Reducing violence through chess: involving pre-service teachers in participatory action in schools
| dc.contributor.author | Omar, Esau | en_ZA |
| dc.date.accessioned | 2023-11-08T07:26:04Z | |
| dc.date.available | 2023-11-08T07:26:04Z | |
| dc.date.issued | 2023-10-28 | en_ZA |
| dc.description | The original publication is available at: https://journals.nipissingu.ca/ | en_ZA |
| dc.description.abstract | In this article, I critically reflect and describe how our Chess Development Project (CDP), initiated by pre-service teachers at a university in South Africa, helped create a safer, non-violent, and more supportive school environment. This participatory action research (PAR) project highlights the idea that higher education institutions should not only add to knowledge production but also contribute to practical improvement in the community. In this project, we introduced one sports code, chess, in a township school to reduce violence. The research question addressed was: To what extent does learner engagement in the CDP by pre-service teachers reduce school violence and bridge the gap between the university and the school? We set out to explore and discuss the potential of using chess as an educational tool for creating awareness, improving knowledge, and changing attitudes towards the challenges the learners face in life. The data collection techniques used were field notes, student assistant notes, interviews, questionnaires, and transcribed recordings of our research team reflections. As the coordinator of the project, I played the role of facilitator between the pre-service teachers and the township school. The findings suggest that this project was transformative. As a collective, the students and I became more aware of the day-to-day challenges that schools and communities face in the township areas in South Africa. | en_ZA |
| dc.description.version | Publisher’s version | en_ZA |
| dc.format.extent | 15 pages | en_ZA |
| dc.identifier.citation | Esau Omar . 2023. Reducing Violence Through Chess: Involving Pre-service Teachers in Participatory Action in Schools. Canadian Journal of Action Research 23(3):15 pages. doi. | en_ZA |
| dc.identifier.issn | 1925-7147 (online) | |
| dc.identifier.uri | https://scholar.sun.ac.za/handle/10019.1/128665 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | Canadian Journal of Action Research | en_ZA |
| dc.rights.holder | Author retains copyright | en_ZA |
| dc.subject.lcsh | Chess -- Collection of games Chess -- Programmed instruction Chess -- Rules Student teachers Teachers --Training of Community-based research School violence Schools -- Safety measures Games of strategy (Mathematics) Problem solving Chess -- Education -- South Africa --Effect of noise on | en_ZA |
| dc.title | Reducing violence through chess: involving pre-service teachers in participatory action in schools | en_ZA |
| dc.type | Article | en_ZA |