Empowerment or Impairment? Involving Traditional Communities in School Management

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\u27 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\u27 idiosyncrasies posed a major challenge to the collaboration. © 2010 Elsevier Ltd