Sustainable Pathways on Teaching and Learning Through Books: Lessons from School Library Initiative in a Selected Rural Ecosystem

This scholarly article aimed to narrate the inception of six libraries situated in a rural, disadvantaged context of Eastern Cape, South Africa, examining the mission's modest beginnings and the multifaceted dynamics that shaped the process. Central to the narrative is the application of the Ubuntu principle within the Transformative paradigm, highlighting the collaborative efforts of six Black women in higher education, two in the Department of Basic Education, and stakeholders from the six schools. Using the innovative medium of photo voices and semi-structured interviews, the writers capture the spectrum of emotions and experiences throughout the journey. The findings revealed both challenges, such as stakeholder scepticism due to adverse conditions, and positive transformations following the libraries' establishment. The study concludes that shared vision, commitment, and collaboration can overcome obstacles, emphasizing the importance of multi-sectoral approaches to address educational challenges. Thus, multi-sectoral approaches should be considered as they can harness diverse expertise and resources to address complex challenges in education.