APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO
DOI:
https://doi.org/10.25159/1812-6371/3418Keywords:
Appreciative Inquiry, Social Construction, 4D process, mentoring, programme evaluation, formative evaluationAbstract
Education support services are aimed at addressing learner well-being holistically. Learner performance is linked to sufficient psychological, medical and social support. This study was an evaluation of a non-governmental organisation aimed at providing learners with psycho-social support and used the application of an Appreciative Inquiry approach. An Appreciative Inquiry approach is a method for generating change within an organisation by looking at what works in the organisation and facilitating active participation. The main findings from this study were that the programme seems to have positively affected learners’ performance both academically and behaviourally; the programme was perceived to have raised the general standard of academic performance at the school.
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Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 35(2) 1189–1208.
Reed, J. (2007). Appreciative Inquiry: Research for change. California: Sage.
Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273.
South African Department of Education. (1998, November 2). Further Education and Training
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Terre Blanche, M., & Durrheim, K. (1999). Social Constructionist Methods. In M. Terre Blanche, & K. Durrheim (Eds.), Research in Practice (pp. 147–172). Cape Town: UCT Press.
Wilson, J. (2000). Volunteering. Annual Review of Sociology, 26(1) 215–240.
Town: Oxford University Press Southern Africa.
Boyd, N. M., & Bright, D. S. (2007). Appreciative Inquiry as a mode of Action Research for
Community Psychology. Journal of Community Psychology, 35(8)1019–1036.
Bradley, B. S., & Morss, J. R. (2002). Social Construction in a world at risk: Toward a Psychology of experience. Theory & Psychology, 12(4) 509–531.
Bryman, A. (2007). Qualitative Research 2, Volume 1: Collecting data for Qualitative Research.
(A. Bryman, Ed.) California: SAGE.
Burr, V. (1995). An introduction to Social Constructionism. New York: Routledge.
Bushe, G. R. (2007). Appreciative Inquiry is not (just) about the positive. OD Practitioner, 39(4) 30–35.
Bushe, G., & Kassam, A. (2005). When is Appreciative Inquiry transformational? A meta-case analysis. The Journal of Applied Behavioral Science, 41(2), 161–181.
Cooperrider, D. L., & Whitney, D. (2005). A positive revolution in change: Appreciative Inquiry. In D. L. Cooperrider, P. F. Sorensen, D. Whitney, & T. F. Yaeger (Eds.), Appreciative Inquiry: Rethinking human organisation toward a positive theory of change. Champaign: Stipes.
Denzin, N. K. (2001). The reflexive interview and a performative social science. Qualitative
Research, 1(1) 23–46.
Department of Education. (2001). White Paper 6: Building an inclusive education and training system. Pretoria: Department of Education.
Jones, K., Doveston, M., & Rose, R. (2009). The motivations of mentors: promoting relationships, supporting pupils, engaging with communities. Pastoral Care in Education, 27(1) 41-51.
Liebrucks, A. (2001). The concept of Social Construction. Theory & Psychology, 11(3) 363-391.
Makgamatha, M. M. (2009). Challenges in implementing a participatory evaluation approach:
A case study of the Limpopo Literacy Teaching Evaluation Project. Education as Change,
13(1), 91–103.
Matoane, M., & Fynn, A. (2010). First steps: The first annual report. Johannesburg.
Maxwell, J. A. (2005). Qualitative Research Design: An interactive approach. London: Sage
Publications.
McNamee, S. (2003, Winter). Appreciative Evaluation within a conflicted educational context. New Directions for Evaluation, 100 23–40.
Miller-Grandvaux, Y., Welmond, M., & Wolf, J. (2002). Evolving Partnerships: The role of NGOs in basic education in Africa. Washington DC: US Agency for International Development,
Bureau of Africa, Office of Sustainable Development.
Nel, W., Lazarus, S., & Daniels, B. (2010). Education support services policy and practice in South Africa: An example of community psychology in action? Education as Change,
14(S1), S17–S31.
Nelson, G., & Prilleltensky, I. (2005). Community Psychology: In pursuit of liberation and wellbeing. (G. Nelson & I. Prilleltensky, Eds.) London: Palgrave MacMillan.
Patton, M. Q. (1999). Enhancing the quality and credibility of qualitative analysis. Health Services Research, 35(2) 1189–1208.
Reed, J. (2007). Appreciative Inquiry: Research for change. California: Sage.
Romi, S., & Schmida, M. (2009). Non-formal education: A major educational force in the postmodern era. Cambridge Journal of Education, 39(2), 257–273.
South African Department of Education. (1998, November 2). Further Education and Training
Act No. 98 of 1998. Cape Town, South Africa: South African Government Gazette.
Terre Blanche, M., & Durrheim, K. (1999). Social Constructionist Methods. In M. Terre Blanche, & K. Durrheim (Eds.), Research in Practice (pp. 147–172). Cape Town: UCT Press.
Wilson, J. (2000). Volunteering. Annual Review of Sociology, 26(1) 215–240.
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Published
2017-11-15
How to Cite
Fynn, Angelo. 2017. “APPRECIATIVE INQUIRY OF A MENTORING PROGRAMME IN SOWETO”. New Voices in Psychology 10 (1):84-95. https://doi.org/10.25159/1812-6371/3418.
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