Resilience of the Socio-Educational Afterschool and Community Intervention Drop-in Centre

Autor/in	Mampane, M. R.
Titel	Resilience of the Socio-Educational Afterschool and Community Intervention Drop-in Centre
Quelle	In: Perspectives in Education, 35 (2017) 2, S.126-141 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
DOI	10.18820/2519593X/pie.v35i2.10
Schlagwörter	Resilience (Psychology); After School Programs; After School Education; Intervention; Family Programs; Community Programs; Indigenous Populations; Focus Groups; Workshops; Capacity Building; Sustainability; Child Development; Child Care Centers; Qualitative Research; Caregiver Attitudes; Marital Status; Participation; Poverty Programs; Social Development; Indigenous Knowledge; Foreign Countries; Phenomenology; Children; South Africa + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; Family program; Familienprogramm; Sinti und Roma; Lernwerkstatt; Schulung; Nachhaltigkeit; Kindesentwicklung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Qualitative Forschung; Familienstand; Teilnahme; Armenfürsorge; Soziale Entwicklung; Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Child; Kind; Kinder; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study seeks to describe the socio-educational afterschool intervention programme run by a drop-in centre to fight poverty, strengthen and build resilience in families and school microsystems. Indigenous psychology is used as a theoretical lens to understand the school, family and community response to contextual challenges and how resilience is conceptualised. The study took place at a drop-in centre, working with families, schools and community organisations in the Pretoria township of Mamelodi, South Africa. Methods used to collect data included a focus group with community care workers (CCWs) (n = 10) employed by the drop-in centre and a participatory reflection and action (PRA) method with caregivers (n = 18) of schoolchildren attending the drop-in centre. The focus group and PRA workshop were audio-recorded and transcribed. The community intervention programme uses a systems approach to fight poverty, build capacity and sustainability in families and school systems. Findings suggest that caregivers view the educational success and achievement of their children as an indication of their own success and accomplishment of their dreams, with the aim to uplift and dignify the family standing in society and to alleviate or eradicate poverty. Socio-educational programmes for children and families serve to strengthen resilience in families and to decolonise the social programmes and policies. Furthermore, CCWs confirmed that to ensure sustainability, three systems of child development are considered, namely the family (home visits), the school (satellite centres within the school) and the individual system (life-skills programme). (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01