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Abstract
The core empirical basis of this paper is based upon my recent participatory action research case study, sponsored by my university, conducted in a rural school in one of the most disadvantageous districts of Sindh, Pakistan. The paper argues that the current climate in most of the schools across the country reflects ‘apathy’ and ‘ignorance’. Although substantial initiatives have been taken by the education‐sector reforms, all efforts tend to be diluted in improving quality and access to education, particularly in rural areas. One of the obvious reasons for not achieving maximum impact through these reforms is that, mostly, they are driven from external efforts, which themselves are subject to strong criticism. This paper explores how a teacher educator may empower a rural school by engaging key stakeholders in therapeutic enquiry, utilizing ‘Great Conversation’ as an alternative pedagogy for school improvement and reforms.
Acknowledgments
The author wishes to acknowledge and thank all participants of this study for their generosity of time and commitment to contribute in this research study. Special thanks to the school system: the head teacher, teachers, students, support staff, parents and the community where the research was conducted. The author would also like to thank the Research and Policy Studies (RAPS) at the Aga Khan University‐Institute for Educational Development (AKU‐IED) for funding the study. A big thank you to Dr Anjum Halai, the Head RAPS, and Ms Umme Farwah, the research assistant, for their continuous support and critical feedback to make this study possible.