Date of Conferral

2022

Degree

Ph.D.

School

Education

Advisor

Leslie D. Van Gelder

Abstract

Although educators internationally have often provided care to vulnerable students who struggle to meet the needs of nutrition, health, protection, and access to essential social services, no formal social systems exist in Gabon to aid educators who work with these students. In the absence of relevant local research and drawing on Dewey’s theory of progressive education as a conceptual model, this basic qualitative study asked about educators’ perceptions in limited resource elementary schools in Gabon of the social needs and strategies employed with students who demonstrated signs of disengagement and alienation. Qualitative data collection included semi-structured recorded interviews with 12 participants over two months and journal notes consisting of observer reflections. Interviews and transcription were in French and translated into English. Through both content and frequency analysis in MS Word, the data generated 570 codes, eight categories, and six themes. Themes included the need for chariness/alertness, peer-to-peer support, resilience, social inclusion, small family business, and commonwealth, as well as challenges encountered in accessing social services, government agencies, and poverty-related issues. The study’s findings showed consistent and recurrent messages about educators’ perception of caregivers and students’ vulnerabilities. The findings point to multiple recommendations suggesting both quantitative and qualitative studies to strengthen Gabon’s understanding of ways to assist vulnerable students. The social change implications of this study recommend building participants’ caregiving leadership in line with Dewey’s progressive philosophy of education reform by creating partnerships between schools, social welfare services, and other key stakeholders.

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