Embedding community-based service learning into psychology degrees at UKZN, South Africa

Abstract

From 1999 to 2002, the centrally funded Community-Higher Education Service Partnership (CHESP) aimed to drive community engagement in several South African universities. It intended to develop socially accountable models of meaningful student engagement in communities. This led to community-based service learning (CBSL) being embedded into a number of psychology modules for over a decade (progressing from undergraduate to postgraduate levels of study) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus. CBSL resonated with many psychology students' motivations to make contributions to socially disadvantaged groups. Evaluation of such initiatives in the South African context are necessary, to assess their contributions and the challenges posed. Three levels of student experience in CBSL modules were considered, using qualitative methodology in order to understand the value of the modules and to draw lessons for deepening the connection between higher education and its social and community contexts. Data about their experiences were collected from focus groups of UKZN students and an interview with the undergraduate-level tutor. The students reported the value of seeing how psychological theory can be applied, and of the ability to "give something back" to communities. In addition, they learned to work in respectful and participatory ways, enhancing their ability to problem-solve. The findings illustrate progressive shifts in students' understandings of the applications of psychology and its potential role; they also evidence the growth in students' critique and social awareness. Recommendations are made for integrating and enhancing local community engagement, and highlight important considerations when students, community partners, and faculty staff interact in community-based initiatives.

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“…In addition, given that CE is embedded in local 'real-life' contexts, it has the potential to challenge the colonial theories and forms of disciplinary knowledge that have dominated HEIs thus far. Furthermore, it may play an important role as we seek to Africanise the curriculum (Akhurst, Solomon, Mitchell & van der Riet 2016).…”

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“…We therefore need to consider ways of illustrating these issues through deeply reflexive practices and accounts based upon a foundation of the pedagogical values explored in the first part of this article, including respect, equality, reciprocity, participation, and inclusion that enable the incorporation of different forms of knowledge. Akhurst, Solomon, Mitchell and van der Riet (2016) illustrate the way in which these values and their expression are developed through community-based learning and reflective practice, through the progression of students' learning from undergraduate to postgraduate programs. Dzjidic et al (2013) emphasise a value ethic that draws from the reflexivity of the community psychologist.…”

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“…6 This policy is aligned with the Education White Paper 3: A Programme for the Transformation of Higher Education of 1997, published to encourage higher education institutions to be more committed to contributing to community development. 24,27,28 They are tasked with shifting higher education institutions away from a racialised past towards a society driven by democracy and positive social relations. South Africa's higher education institutions are therefore tasked with contributing to economic transformation, producing a critical and vibrant society and eradicating social issues in the post-apartheid system.…”