Positioning a practice of hope in South African teacher education programmes

Cherrington, Avivit M.

doi:10.17159/2221-4070/2017/v6i1a6

Cited by 21 publications

(8 citation statements)

References 22 publications

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“…Viewed as a universal human experience that can be influenced by multiple contextual, personal, relational, and systemic factors, it can be said that hope can be shaped, built, and maintained by purposeful interventions and actions. Thus, it is believed that hope can be injected and cultivated in a school setting to create an atmosphere of motivation, caring, and cohesive functioning (Cherrington 2017;Lopez et al 2009;Marques and Lopez 2011).…”

Section: Discussion: Nurturing Hope and Possibility Through Community Schoolsmentioning

confidence: 99%

Reimagining Community Schools as Beacons of Hope and Possibility in the South African Context

Damons

Cherrington

2020

EaC

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South African schools in poor communities are facing a crisis of inefficiency and inequality. The failure of the present education schooling system to address the needs of the majority of local communities requires a reimagining of the concept and function of schools. We posit that to adequately address the current education realities in the country, stakeholders in schools need to re-evaluate their role within communities, and how they can best serve these communities by opening up possibilities for a better future for all. Using findings from our respective studies with members of both rural and urban South African communities, we reflect on how fostering mutually beneficial partnerships between a school and its community can contribute towards the holistic development and well-being of all school stakeholders. The article advances an argument for the need to start a process of reimagining school as not only a space for pursuing academic outcomes for the learners, but as an evolving site of possibility of betterment of the community that it serves. As such, the aim of the article is to challenge the present deficit definitions of the “community school” in South African education discourses and to present a progressive reimagining of community schools. We further offer three propositions for enabling such community schools to become beacons of hope and possibility in socio-economically challenged South African communities.

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Section: Discussion: Nurturing Hope and Possibility Through Community Schoolsmentioning

confidence: 99%

Reimagining Community Schools as Beacons of Hope and Possibility in the South African Context

Damons

Cherrington

2020

EaC

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“…This process followed in this response could be used as a methodology for each divisional curriculum review and perhaps even work on hosting combined curriculum reviews for the four different divisions to foster both integration and inter-professional education. Such a process would allow for the emergence of curriculum directly from the community as per the social constructionist view and use this as an ideological tool as well as a vehicle for social change (Cherrington 2017).…”

Section: Methodsmentioning

confidence: 99%

A university’s response to people with disabilities in Worcester, Western Cape

2019

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BackgroundThe call for institutions of higher education to foster interaction with communities and ensure training is responsive to the needs of communities is well documented. In 2011, Stellenbosch University collaborated with the Worcester community to identify the needs of people with disabilities within the community. How the university was engaging with these identified needs through student training still needed to be determined.ObjectivesThis study describes the engagement process of reciprocity and responsivity in aligning needs identified by persons with disability to four undergraduate allied health student training programmes in Worcester, Western Cape.MethodA single case study using the participatory action research appraisal methods explored how undergraduate student service learning was responding to 21 needs previously identified in 2011 alongside persons with disability allowing for comprehensive feedback and a collaborative and coordinated response.ResultsStudents’ service learning activities addressed 14 of the 21 needs. Further collaborative dialogue resulted in re-grouping the needs into six themes accompanied by a planned collaborative response by both community and student learning to address all 21 needs previously identified.ConclusionUndergraduate students’ service learning in communities has the potential to meet community identified needs especially when participatory action research strategies are implemented. Reciprocity exists when university and community co-engage to construct, reflect and adjust responsive service learning. This has the potential to create a collaborative environment and process in which trust, accountability, inclusion and communication is possible between the university and the community.

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“…However, there is a lack of information on a framework to incorporate civic engagement at the disciplinary level (Phillips et al, 2013), or within a subject/course-specific curriculum, outside of SL or social work. Engaged scholarship has become an integral aspect of higher education in South Africa over the past two decades for transformative social change, which can be emulated by the Indian HEIs (Cherrington, 2015; Esau, 2015; Zuber-Skerritt et al, 2015).…”

Section: Perspectives In the Literaturementioning

confidence: 99%

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

Deshpande,

Sen,

Mendanha

et al. 2023

Higher Education for the Future

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The article presents the replicable model of Curriculum and Community Based Academic Learning with Research, Action and Service (CCBALwRAS) through a framework of ‘2 Cs’, the ‘curriculum’ and the ‘community’. It puts forth a support strategy for participatory community-based interventions by formally inducting higher education institutions (HEIs) to achieve long-term sustainable, workable solutions for local communities. The study is based on a multi-stakeholder partnership, facilitated through partnerships between the HEI, committed faculty–student participation and civil society, executed between 2015 and 2020. The article draws from the execution and actual field experience of the partnership, along with qualitative data from the evaluation and assessment of the programme delivered. Given that the model developed is based on the experiences of a private fee-dependent HEI in a metro city, the study does not take into consideration infrastructural and resource constraints of other HEIs. The article focuses on the role of HEIs as fulfilling dual responsibilities of knowledge creation and dissemination while addressing socioeconomic, developmental and environmental needs within their immediate communities. The resultant pedagogical shift and the model proposed is an effective solution for equity, capacity building and civic-mindedness, which will nurture socially aware and critically conscious global citizens.

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Positioning a practice of hope in South African teacher education programmes

Cited by 21 publications

References 22 publications

Reimagining Community Schools as Beacons of Hope and Possibility in the South African Context

Reimagining Community Schools as Beacons of Hope and Possibility in the South African Context

A university’s response to people with disabilities in Worcester, Western Cape

Curriculum and Community with Research, Action and Service (CCBALwRAS), a Pedagogical Shift for Social Change

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