Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal
Community-based participatory research (CBPR) has emerged as a robust methodology to foster collaboration and empowerment in educational contexts. This paper explores the application of CBPR in the context of education, focusing specifically on its role in empowering women school leaders in KwaZulu-...
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| Format: | Article |
| Language: | English |
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Noyam Journals
2025-07-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
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| Online Access: | https://noyam.org/wp-content/uploads/2025/07/EHASS2025689.pdf |
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| author | Ntombikayise Nkosi Mncedisi Christian Maphalala |
| author_facet | Ntombikayise Nkosi Mncedisi Christian Maphalala |
| author_sort | Ntombikayise Nkosi |
| collection | DOAJ |
| description | Community-based participatory research (CBPR) has emerged as a robust methodology to foster collaboration and empowerment in educational contexts. This paper explores the application of CBPR in the context of education, focusing specifically on its role in empowering women school leaders in KwaZulu-Natal, South Africa. Through a qualitative research approach, this study was conducted in close collaboration with women school leaders and with community stakeholders and schools’ active and integral participation. The findings of this study underscore the importance of community-based participatory approaches in empowering women school leaders and advancing gender equity in educational leadership in KwaZulu-Natal. The key findings highlight the following themes: gendered power dynamics in educational leadership, the impact of CBPR on women’s empowerment, identification of empowerment strategies, collective action and community support, and the potential for transformative change. These findings provide valuable insights for policymakers, educators, and community stakeholders, serving as a guide for promoting inclusive and equitable educational practices. |
| format | Article |
| id | doaj-art-0ce61c9f90fd4622a5908b1fa0ba7ebf |
| institution | Kabale University |
| issn | 2720-7722 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj-art-0ce61c9f90fd4622a5908b1fa0ba7ebf2025-08-20T03:58:32ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222025-07-01681404 1416https://doi.org/10.38159/ehass.2025689Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-NatalNtombikayise Nkosi 0https://orcid.org/0000-0002-2715-2456Mncedisi Christian Maphalala1https://orcid.org/0000-0002-1078-1985Department of Educational Foundations, University of South Africa, Pretoria, South AfricaDepartment of Curriculum & Instructional Studies, University of South Africa, Pretoria, South Africa.Community-based participatory research (CBPR) has emerged as a robust methodology to foster collaboration and empowerment in educational contexts. This paper explores the application of CBPR in the context of education, focusing specifically on its role in empowering women school leaders in KwaZulu-Natal, South Africa. Through a qualitative research approach, this study was conducted in close collaboration with women school leaders and with community stakeholders and schools’ active and integral participation. The findings of this study underscore the importance of community-based participatory approaches in empowering women school leaders and advancing gender equity in educational leadership in KwaZulu-Natal. The key findings highlight the following themes: gendered power dynamics in educational leadership, the impact of CBPR on women’s empowerment, identification of empowerment strategies, collective action and community support, and the potential for transformative change. These findings provide valuable insights for policymakers, educators, and community stakeholders, serving as a guide for promoting inclusive and equitable educational practices.https://noyam.org/wp-content/uploads/2025/07/EHASS2025689.pdfcommunity-based participatory researchwomen school leaderfeminist theorycritical pedagogypatriarchy |
| spellingShingle | Ntombikayise Nkosi Mncedisi Christian Maphalala Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal E-Journal of Humanities, Arts and Social Sciences community-based participatory research women school leader feminist theory critical pedagogy patriarchy |
| title | Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal |
| title_full | Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal |
| title_fullStr | Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal |
| title_full_unstemmed | Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal |
| title_short | Community-Based Participatory Research in Education: Empowering Women School Leaders in KwaZulu-Natal |
| title_sort | community based participatory research in education empowering women school leaders in kwazulu natal |
| topic | community-based participatory research women school leader feminist theory critical pedagogy patriarchy |
| url | https://noyam.org/wp-content/uploads/2025/07/EHASS2025689.pdf |
| work_keys_str_mv | AT ntombikayisenkosi communitybasedparticipatoryresearchineducationempoweringwomenschoolleadersinkwazulunatal AT mncedisichristianmaphalala communitybasedparticipatoryresearchineducationempoweringwomenschoolleadersinkwazulunatal |