Schools are described as ideal settings for nurturing and fostering children's hopes, the teaching profession rooted in hopefulness. However, there is a paucity of research linking hope theory teacher education South African context. Using evidence from my own transformative, visual participatory with rural children on well-being, I argue this position paper that theory, particular an perspective hope, should be positioned alongside discussions practising engaged pedagogy to enable practices...

This article seeks to address what it means be an ‘engaged’ university and, in so doing, contribute current discourses – a fast growing field about how collaborate with communities for meaningful social transformation. As group of researchers from the faculty education South African university, we share our thinking and theoretical notions that underpinned planning executing 3-year engagement rural secondary school. In asking ‘How might dialogic community serves, enable agency towards active...

Abstract There is a growing need to explore and understand indigenous knowledge subjective experiences around hope from children raised in rural African communities. This engagement sought address the question: What are South primary school children's conceptualizations of hope? A visual participatory methodology (using collage‐making, drawing, Mmogo method, photovoice) enabled an exploration with 12 (9‐13 years) attending aftercare center QwaQwa region Africa. Using evidence generated...

This study explored how visual participatory research-as-intervention enabled a strengthening of hope among group South African primary school children. Twelve learners aged 9–13 years from rural village in the QwaQwa region Africa participated study. Data on children’s experiences were co-constructed with them, applying various approaches, while data their engagement research itself was generated using discussion, individual interviews, and notes captured journal. Thematic analysis revealed...

This study aims to explain how adolescents in a rural high school conceptualise violence. Qualitative data were collected over two two-day periods (24 hours) through child-centred tasks like drawing and the completion of open-ended sentences, informal conversations regarding given activities, observations documented as visual (photographs), research journal, focus group discussions. In total, four boys five girls participated study. Results indicate that (aged 15–17 years) view violence both...

It is written that hope contagious: once ignited it gains momentum, and self-sustaining. My research project sought to stimulate dialogue critical thinking with second year education students about what hopeful schools mean them as future teachers. The aim of this transformative study was explore how the process itself, i.e. engaging through multiple participatory visual methods (via collages, drawings, Mmogo-method, photovoice) on topic hope, might mobilise a ‘practice hope,’ thereby...

South African schools in poor communities are facing a crisis of inefficiency and inequality. The failure the present education schooling system to address needs majority local requires reimagining concept function schools. We posit that adequately current realities country, stakeholders need re-evaluate their role within communities, how they can best serve these by opening up possibilities for better future all. Using findings from our respective studies with members both rural urban we...