ABSTRACT Schools in poor working class communities in South Africa face a myriad of equity challenges that impact negatively on their ability to achieve basic school functionality. Yet, within such communities, there exists a wealth of valuable local knowledge and support that can be mobilised to assist school leaders, not only to bring about school improvement but also to reimagine effective schooling. However, the process of integrating such support into a school requires a reconsidering and repositioning of traditional views of school leadership. As a school leader, I embarked on a research journey, with 15 community volunteers, to understand how to integrate their work into the daily functioning of our school. I share my learning from the process of action learning with the community volunteers. I use the seven guiding principles of participatory action learning and action research (PALAR) to validate my claims to knowledge. The key findings indicate the value that PALAR holds for the development of a reflexive school leadership praxis that supports community agency towards school and community development. The conclusions drawn contribute to educational leadership theory by providing an evidence-based example of how an action learning process can facilitate collaboration between school leadership and community members.

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转变学校领导的传统观点以促进学校-社区合作：PALAR 方法

摘要 南非贫困工人阶级社区的学校面临着无数的公平挑战，这对其实现基本学校功能的能力产生了负面影响。然而，在这些社区中，存在着大量宝贵的当地知识和支持，可以动员起来帮助学校领导，不仅可以改善学校，而且可以重新构想有效的学校教育。然而，将这种支持融入学校的过程需要重新考虑和重新定位学校领导的传统观点。作为学校领导，我与 15 名社区志愿者开始了研究之旅，以了解如何将他们的工作融入我们学校的日常运作中。我与社区志愿者分享我从行动学习过程中学到的东西。我使用参与式行动学习和行动研究 (PALAR) 的七项指导原则来验证我对知识的主张。主要研究结果表明，PALAR 对发展反思性学校领导实践的价值，该实践支持社区机构实现学校和社区发展。得出的结论通过提供一个基于证据的例子来说明行动学习过程如何促进学校领导和社区成员之间的合作，从而有助于教育领导理论。