Community Bonding for Developing Life-Affirming Skills of Children: A Qualitative Case Study of Tole Reading Group in Kaski, Nepal

Based on a qualitative case study of a community reading group in a village of Kaski district, this paper explores how community bonding facilitates children's life-affirming skills. It argues that the networks based on communal values of reciprocal benefits are assets that promote sensitisation among themselves and the children’s learning. A local teacher and a School Management Committee member from the community facilitate as mediators for bridging school and the community meaningfully. It highlights that community members' informal and autonomous engagement in the collective reading and learning of children is more sustainable than the rigid, structured, and controlled mechanisms. Further, the paper claims that the school as an isolated institution with imported global values may not fit in a particular community. Thus, it is essential to respect and value the community bonding with contextual values to bridge the school and community and enhance meaningful reading and learning activities and quality education.

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Student Technology Projects in a Remote First Nations Village

Information Technology and Indigenous People ◽

10.4018/978-1-59904-298-5.ch018 ◽

2007 ◽

pp. 137-140 ◽

Cited By ~ 1

Author(s):

Tish Scott

Keyword(s):

British Columbia ◽

First Nations ◽

Qualitative Case Study ◽

Multimedia Technology ◽

Community Members ◽

Community Based ◽

Children's Education ◽

Children’S Education

This qualitative case study focuses on community members’ observations and perceptions of student multimedia technology projects produced in a grade 6/7 class, particularly in relation to what they affirm is important for their children’s education. The projects are community-based and rooted in the First Nations culture of a remote village in northern British Columbia (Canada).

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“Let’s Just Stop and Take a Breath”: A Community-Driven Approach to Mindfulness Practice in a High Poverty Elementary School

LEARNing Landscapes ◽

10.36510/learnland.v10i2.810 ◽

2017 ◽

Vol 10 (2) ◽

pp. 189-205

Author(s):

Shana Haines ◽

Kelly Clark/Keefe ◽

Alan Tinker ◽

Alyssa Kotsiopoulos ◽

Cynthia Gerstl-Pepin ◽

...

Keyword(s):

Elementary School ◽

Culturally Diverse ◽

Qualitative Case Study ◽

Well Being ◽

Mindfulness Practice ◽

Self Awareness ◽

High Poverty ◽

Community Members ◽

School Settings

This case study describes how a high-poverty, linguistically and culturally diverse elementary school came to embed mindfulness in its curriculum and what adults perceived to be the outcomes of the program on students’ well-being. This qualitative case study is based on 25 interviews with teachers, administrators, and community members; classroom observations; and relevant documents. Participants indicated that practicing mindfulness improved student well-being through greater self-awareness and increased ability to articulate their emotions and needs, select strategies to self-regulate, and generalize their practice of mindfulness to out-of-school settings. Implications for practice and research are discussed.

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Qualitative Case Study Research Design

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd25.1.39 ◽

2015 ◽

Vol 25 (1) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Jennifer Tetnowski

Keyword(s):

Research Design ◽

Real World ◽

Qualitative Case Study ◽

Case Study Research ◽

Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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