Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research

Authors

DOI:

https://doi.org/10.47381/aijre.v34i2.715

Keywords:

Nepal, community schools, conscientization, out-of-school children, parent-led action group

Abstract

This paper explores the engagement of parents with out-of-school children through community-based participatory action research in a rural community in Nepal. This study addresses the connection gap between local communities and community schools, which has resulted in consequences such as inconsistent attendance among students and low educational expectations among parents. By investigating the processes of formulating an action plan by a parent-led action group and analysing its execution, the research aimed to understand how participatory action research can foster a stronger bond between community schools and parents, thereby enhancing parental involvement in children’s education. The study draws on Mezirow’s transformative learning theory, incorporating concepts from Habermas’s public sphere and Freire’s notion of conscientization. It specifically focuses on the action group’s monthly meetings held over nine months and the collaborative outcomes that resulted. By emphasising targeted interventions, collaboration and a departure from deficit-focused approaches, the findings propose effective strategies for bridging the gap between community schools and rural communities in Nepal.

Author Biographies

Salpa Shrestha, Kathmandu University

Salpa Shrestha, a committed researcher, is currently pursuing her PhD in development studies at Kathmandu University School of Arts, focusing on enhancing the quality and accessibility of basic education in Nepal's Terai region. With over seven years of experience in social research, her expertise lies in quantitative studies. Before embarking on her PhD journey, Ms. Shrestha served as a research consultant, showcasing her dedication to transformative research and empowering educational interventions.

Megh Raj Dangal, Kathmandu University

Megh Raj Dangal is an Associate Professor and Associate Controller of Examination at Kathmandu University School of Arts, where he plays a pivotal role in academic administration. His expertise lies in teaching research methodology, with a specific focus on qualitative research methods. With a comprehensive background in education, administration, and research, Dr. Dangal is a respected figure dedicated to shaping the future of education in Nepal.

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Published

18-07-2024

How to Cite

Shrestha, S., & Raj Dangal, M. (2024). Bridging the Gap Between Community Schools and Rural Communities in Nepal Using Participatory Action Research. Australian and International Journal of Rural Education, 34(2), 54–70. https://doi.org/10.47381/aijre.v34i2.715

Issue

Vol. 34 No. 2 (2024): Considering Diversity in Educational Research that Explores School-Community Relationships

Section

JOURNAL PAPERS

License

Copyright (c) 2024 Salpa Shrestha, Megh Raj Dangal

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