A1 Journal article (refereed)
Voices heard and lessons learnt : Exploring multiple knowledges and local participation in a community-based integrated early childhood development project in rural South Africa (2019)

Murray, J., & Rudolph, N. (2019). Voices heard and lessons learnt : Exploring multiple knowledges and local participation in a community-based integrated early childhood development project in rural South Africa. Journal of Pedagogy, 10(1), 13-32. https://doi.org/10.2478/jped-2019-0001

JYU authors or editors

Publication details

All authors or editors: Murray, Jaclyn; Rudolph, Norma

Journal or series: Journal of Pedagogy

ISSN: 1338-1563

eISSN: 1338-2144

Publication year: 2019

Volume: 10

Issue number: 1

Pages range: 13-32

Publisher: Trnava University

Publication country: Slovakia

Publication language: English

DOI: https://doi.org/10.2478/jped-2019-0001

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/65502

Abstract

Following calls for diverse and contextual perspectives of the rich lives of young children, their families and communities from/in the Global South, this paper presents critical reflections emerging from a three-year (2016-2019) communitybased Integrated Approach to Early Childhood Development (ECD) project implemented in the rural Eastern Cape Province, South Africa. It explores the critical relationship established between a range of stakeholders involved in this project as reflected on by two community activists working together in the area of early childhood in the province for thirty years. This article highlights the importance of situating any community development initiative aimed at addressing early childhood provision in marginalised communities within a social justice framework. This includes identifying constraints inherent in unequal relations of power that risk undermining solidarity and agency for community stakeholders. It foregrounds accountability measures that emerge from local initiatives rather than from narrow predetermined project outcomes. This provides an opportunity to learn from, and engage with, experiences from the margins, thereby challenging some dominant narratives circulating, and often informing, early childhood policy and provision.

Keywords: early childhood education and care; development projects; local communities; social inclusion; human agency; non-profit corporations; power structures; social justice

Free keywords: early childhood; community participation; South Africa; non-profit organisations; power relations

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2019

JUFO rating: 1