Empowerment or Impairment? Involving Traditional Communities in School Management
Document Type
Article
Publication Date
2004
Abstract
This study explores the perceived benefits and challenges of the collaboration model of a complementary education program which operates in marginalized communities in northern Ghana. The scope of the paper includes the background, collaboration as a transformative process, research methodology, findings, and discussion. The study revealed that: (a) the collaborative partners' " shared values" were a major drive of the collaboration; (b) the collaboration model was fluid, contextual, and an unstructured process; (c) the process provided new strategies promoting school participation in northern Ghana; and (d) the collaborative partners' idiosyncrasies posed a major challenge to the collaboration. © 2010 Elsevier Ltd.
Recommended Citation
Mfum-Mensah, Obed, "Empowerment or Impairment? Involving Traditional Communities in School Management" (2004). Faculty Educator Scholarship. 5.
https://mosaic.messiah.edu/edu_ed/5
Comments
Mfum-Mensah, O. (2004). Empowerment or impairment? Involving traditional communities in school management. International Review of Education/ Internationale Zeitschrift Für Erziehungswissenschaft/ Revue Internationale de l’éducation, 50(2), 141–155. https://doi.org/10.1023/B:REVI.0000041907.00747.5d