The Role of Community Engagement in Higher Education: Focus on the Discourse Relating to Knowledge Development

Netshandama, Vhonani; Mahlomaholo, Sechaba

doi:10.1163/9781848880276_011

Cited by 4 publications

(1 citation statement)

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“…Critical engagement with practices and discourses (Netshandama and Mahlomaholo, 2010;Bhagwan, 2017) of community engagement (e.g. the type of live projects referenced here) requires conceptual, theoretical, and lived understandings of and reflections on the sociopolitical and ethical aspects.…”

Section: Community Engagementmentioning

confidence: 99%

Being-in-context through live projects: including situated knowledge in community engagement projects

2021

CriSTaL

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This paper explores the 'live project' as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context -as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.

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Section: Community Engagementmentioning

confidence: 99%

Being-in-context through live projects: including situated knowledge in community engagement projects

2021

CriSTaL

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4 - Exploring Strategies to Strengthen Continuing Professional Development of Teachers in Rural South Africa

Tsotetsi¹,

Mahlomaholo²

2022

JHEA

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Professional development of teachers is a cornerstone of the provision of quality of teaching and learning in a country’s education system, affirmed by the literature, with programmes central to proposals for improving the quality of teaching and transforming education. Competencies of teach- ers in South Africa have not improved as envisaged, according to studies conducted, with many professional development programmes not yet implemented or not taking into account teachers’ perspectives. In address- ing this challenge, the aim of this article is to determine components of a strategy that could be employed to implement professional development programmes, drawing on a project conducted in two rural secondary schools in the Free State province. Data were generated from school community participants and district-based officials using a Participatory Action Re- search approach. Findings revealed six distinct components of a strategy, namely establishment of a team comprising all stakeholders; the creation of a common vision for all based on a thorough Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis; prioritizing items; drawing up of a strategic plan; monitoring procedures to determine progress made; and suggesting possible ways of improving on weaknesses.

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Cases of Principal Leadership Responses in a Volatile, Uncertain and Complex School Environment

Mchunu¹

2023

Psychosocial, Educational, and Economic Impacts of COVID-19

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The findings of a small-scale qualitative study of school leadership responses to the volatile, uncertain, complex, and ambiguous (VUCA) school environment performed among secondary schools in the Mpumalanga Circuit are presented in this paper. The article looks at how principals were responding to the pandemic’s disruptive effects and how they were planning to mitigate the effects on school operations. It employed qualitative, multiple case-study approaches to collect data from to secondary sample schools in Mpumalanga Circuit, using 10 principals as respondents. The findings illustrate how principals dealt with the issues posed by the implementation of the social distance and COVID-19 regulations in a VUCA-oriented school environment. Teacher leave applications contributed to the intricacy, with unexpected results such as teacher shortages and subjects not being taught. Despite these challenges, the principals were able to achieve their goals.

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The Role of Community Engagement in Higher Education: Focus on the Discourse Relating to Knowledge Development

Cited by 4 publications

References 0 publications

Being-in-context through live projects: including situated knowledge in community engagement projects

Being-in-context through live projects: including situated knowledge in community engagement projects

4 - Exploring Strategies to Strengthen Continuing Professional Development of Teachers in Rural South Africa

Cases of Principal Leadership Responses in a Volatile, Uncertain and Complex School Environment

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