Participatory action learning: an approach to generative curriculum development of parenting education programmes

摘要

[Abstract]udThe study explores an approach where professionals work with people in the communities for the development of a parenting education programme for mothers to enhance their early childhood care practices. The focus of the study is the process of generative curriculum development, applying participatory and dialogic pedagogical principles and practices which facilitate empowering and emancipatory learning in the parenting education programmes. Accordingly, the literature review is concerned with two areas: the first is on the concept and practices of early childhood care and development with some highlights on parenting education; and the second on the theory and practice of empowering and emancipatory adult educationudwith reference to the Generative Curriculum Development approach to blend local knowledge and academic/professional knowledge on early childhoodudcare and development.ududSince the focus of the research is the process for change in child care practices of the mothers as well as the pedagogic practices of the adult educators, participatory action research was considered an appropriate research methodology and participatory action learning as a learningudapproach. There were two action learning circles involved in the research: the parenting education action learning circle and the pedagogic action learning circle. Parenting action learning circles dealt with enhancement of early childhood care practices of mothers while the pedagogic action learning circle explored more effective pedagogic practices of parenting educators. Data were collected from both circles and data analysis was done in a continuous and progressive manner, along with the repeated cycles ofudparticipatory action learning using the constant comparative method based on the grounded theory methodology (Glaser & Strauss, 1967).ududThe findings have indicated that the Generative Curriculum Development process appeared to be a practicable model for participatory development of an education programme while contributing to the progressive understanding of praxis-based pedagogy (Freire, 1970, 1995; Shor, 1992; Vella, 1994) and advancement in related pedagogical principles and practices for empowering and emancipatory education for social change. The research experience has also shown that people have an impressive wealth of knowledge and immense potential to advance their knowledge if the opportunity is provided. It was evident that in order to realise this potential the adult educators had to make an ideological shift from depositing knowledge into the learners towards empowering them to build their competence and confidence in creating their own knowledge. The analysis, on the other hand, enabled a number of recommendations in relation to development programming inudgeneral, and adult education and early childhood care in particular. It is envisioned that these recommendations will enable the development partners in the country to promote greater and genuine participation for empowerment of the people to bring about change.