What Makes or Breaks Higher Education Community Engagement in the South African Rural School Context: A Multiple-Partner Perspective

Autor/inn/en	Machimana, Eugene Gabriel; Sefotho, Maximus Monaheng; Ebersöhn, Liesel
Titel	What Makes or Breaks Higher Education Community Engagement in the South African Rural School Context: A Multiple-Partner Perspective
Quelle	In: Education, Citizenship and Social Justice, 13 (2018) 2, S.177-196 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197917731353
Schlagwörter	Foreign Countries; College Students; Higher Education; School Community Relationship; Rural Schools; Global Approach; Citizenship Education; Social Justice; Partnerships in Education; Case Studies; Barriers; College School Cooperation; Qualitative Research; Semi Structured Interviews; South Africa + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Globales Denken; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Soziale Gerechtigkeit; Hochschulpartnerschaft; Case study; Fallstudie; Case Study; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education-community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ("parents" of student clients (n = 12: females 10, males 2), "teachers" from the partner rural school (n = 18: females 12, males 6), "student-educational psychology clients" (n = 31: females 14, males 17), Academic Service-Learning ("ASL") "students" (n = 20: females 17, males 3) and "researchers" (n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education-community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education-community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education-community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education-community engagement is challenged by the structural disparity between the rural context and operational miscommunication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01