Chronicling a Faculty of Education's journey into community engagement through service learning

Taking note of obstacles research partners negotiate in long-term higher education community engagement partnerships

“…We observed how the teachers as co-researchers replicated STAR intervention workshops with peers in neighbouring schools. Power and roles were therefore shifted and a platform was established where both parties acted as coresearchers, resulting in mutual benefits for the community and the higher education institution (Bringle & Hatcher, 2002;Hlengwa, 2010;Petersen et al, 2008;Rosner-Salazar, 2003;Stanton, 2008Stanton, , 2012. The partnership therefore did not only involve the creation of knowledge for the aim of expanding an academic discipline.…”

“…In the transforming society of one of the most unequal societies in the world, South Africa, universities have been called on to become active partners with communities (Bender, 2008a(Bender, , 2008bHlengwa, 2010;Lazarus et al, 2008;Osman & Petersen, 2010;Petersen, Dunbar-Krige, & Fritz, 2008). Kruss (2012) highlights the importance of reconceptualising university interaction with external social partners, by extending their knowledge to benefit a wide range of external social partners.…”

“…Social responsiveness and community engagement often heighten awareness of power and politics in partnerships (Nhamo, 2012;Petersen et al, 2008). Holland (2005) states that all too often, tertiary institutions assume that in a university-community partnership, the role of the university is to teach and the community partner's role is to provide a set of social issues that need to be explored and addressed.…”

“…The current literature focuses on establishing long-term partnerships with communities, where community engagement activities are characterised by social justice and care as essential elements. Through this process, a new platform could be developed to foster engagement with communities which would translate into long-term partnerships with mutual benefits for the communities and for the higher education institutions (Bringle & Hatcher, 2002;Hlengwa, 2010;Petersen et al, 2008;Rosner-Salazar, 2003;Stanton, 2008Stanton, , 2012.…”

‘Memory boxes’ as tool for community-based volunteers

“…In the South African educational psychology training sphere it has become obvious that integrating training and research with community engagement is generally one way of developing a sense of social responsibility (Petersen, Dunbar-Krige & Fritz 2008). Such training imperatives echo international higher education practices towards a 'scholarship of engagement ' (Boyer, in Coye 1997).…”