Beyond educational workshops: How child‐focused NGOs can draw African rural parents out for sustainable intervention in childhoods

Abstract

Educational workshops are channels for raising awareness and implementing childhood interventions in African communities. However, community (in)action during and after workshops can be a dichotomy that is less researched. Using a joint dialogic and ethnographic approach, we analysed and observed the responses and actions of NGO workers and rural folks on the occasion of a childhood intervention project. Findings reveal that community action in childhood during face‐to‐face interaction can be contradictory aftermath. We use the analytical framework of dramaturgy to inform and discuss how NGOs can get to know rural folks' deep‐seated perspectives on childhoods.