Abstract
In this paper the researcher demonstrates how participatory, indigenous research capitalises on the community of learners, their teachers and parents' community cultural wealth to improve the quality and sustainability of learning. To achieve this aim, the above mentioned stakeholders organise themselves into learning communities of practice to draw and implement strategies aimed at improving the quality of learning at their respective schools. Data is collected from all activities in implementing the plan. The findings reveal that when all support one another, using their tacit knowledge on how best to solve their real life problems, they succeed. Even parents with little school education emerge informed and empowered.
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