Work

Crafting Teacher-time for Tea and Art: The Participatory Development of a Social Connectedness Intervention With Teachers in an Unequal Space

Year: 2025

Type: article

Abstract: This study explores the development and evaluation of the Isithebe Social Connectedness intervention, an expressive arts-based initiative co-created with teachers in resource-constrained primary schools in South Africa. Using Participatory Reflection and Action (PRA) principles, the intervention was designed to be culturally relevant, contextually responsive, and aligned with Afrocentric values such as Ubuntu. By involving teachers as active co-creators of the intervention, rather than mere recipients, the intervention fosters relevant science by fitting the unique contextual and conceptual needs of the educational space, responsive science by addressing challenges with local resources, and responsible science by empowering participants as agents of change within their communities. This study highlights the participatory processes and adaptive strategies that underpinned the intervention’s development. Findings underscore the potential of community-driven, culturally resonant interventions to enhance teacher resilience and well-being in resource-limited settings.

Source: Journal of Participatory Research Methods

DOI: 10.35844/001c.143837

Authors: Jessica Versfeld, Ronel Ferreira, Liesel Ebersöhn

Institution: University of Pretoria

Language: English

Topic: Participatory Visual Research Methods

Subfield: Sociology and Political Science

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funder: University of Pretoria