Analysis of Asset-Based Community Development to Transform Rural Schools in South Africa
DOI:
https://doi.org/10.38140/ijrcs-2023.vol5.02Keywords:
Rural schools, transformative paradigm, Asset-Based Community Development, conceptual analysis., community engagementAbstract
Rural schools worldwide have been categorised as underprivileged and/or under-resourced, characterised by limited resources, teacher shortages, and lack of access to social and educational amenities, among others. This conceptual paper analyses the potential of Asset-Based Community Development (ABCD) to transform rural schools. This study is lensed within transformative paradigm as a worldview towards building on a school community's assets, strengths, and resources to promote positive change. The concept of ABCD was presented and analysed using conceptual analysis as a tool to make sense of the ABCD concept and its assumptions which includes community engagement, asset mapping, asset mobilisation, and capacity building. The study presents the assumptions of ABCD vis-à-vis its relationship with schools’ transformation. It argues that ABCD can be a practical approach to address these challenges by empowering rural communities to identify and leverage their strengths and resources to improve education outcomes. The paper concludes by highlighting the potential benefits of ABCD in transforming rural schools, including increased community involvement, improved teacher retention, and enhanced student outcomes.
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