Promoting learning through active participation in the development of a rural community

Abstract

This dissertation describes an action research community development project that was initiated in 2002 in the small rural village of Manikata. Chapter one deals with the historical development of this rural settlement and gives an overview of research methods adopted throughout the project. Chapter two outlines the theoretical framework. Reference is made to four educators: Soren Kierkegaard, John Dewey, Paulo Freire and Don Lorenzo Milani. The third chapter analyses the relevance of the parish structure in terms of community development. It examines the attitudes of active parish volunteers and as well as of passive parishioners. The fourth chapter gives a description of the community development project that was spearheaded by the parish youth group. The project is described as an empowering participatory process that sought to bring about a culture change that would lead the community to own the process of change which was essential to ensure that the community obtain a better quality of life that moved beyond economic wellbeing. Marked by a continuous cycle of action and reflection, the process aimed at interconnecting individual and community growth. Chapter five documents this learning. Chapter six concludes this work by giving an overview of the way the local community felt politically empowered to deal with looming issues that threatened its environment and livelihood.