What Does It Mean to Be an 'Engaged University'? Reflections from a University and School-Community Engagement Project

Autor/inn/en	Cherrington, Avivit M.; Scheckle, Eileen; Khau, Mathabo; De Lange, Naydene; Du Plessis, Andre
Titel	What Does It Mean to Be an 'Engaged University'? Reflections from a University and School-Community Engagement Project
Quelle	In: Education, Citizenship and Social Justice, 14 (2019) 2, S.165-178 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cherrington, Avivit M.) ORCID (Du Plessis, Andre)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197918779945
Schlagwörter	Universities; School Community Relationship; Social Change; Foreign Countries; Rural Schools; College School Cooperation; Secondary Schools; Citizenship; Individual Power; Citizen Participation; Dialogs (Language); South Africa + Suchen Sie Ihr Suchwort? University; Universität; Sozialer Wandel; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschule; Staatsbürgerschaft; Eigeninitiative; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Dialog; Dialogs; Dialogue; Dialogues; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article seeks to address what it means to be an 'engaged' university and, in so doing, to contribute to current discourses -- in a fast growing field -- about how to collaborate with communities for meaningful social transformation. As a group of researchers from the faculty of education in a South African university, we share our thinking and the theoretical notions that underpinned our planning and executing of a 3-year engagement with a rural secondary school. In asking 'How might dialogic engagement of the university community and the community the university serves, enable agency towards active citizenship in the context of education?', a collaborative engagement project between and within a school-community and the university was initiated. In this conceptual article, we unpack and discuss a critical university and school-community engagement with, and interpretation of, three key concepts that underpinned it: dialogic engagement, community and active citizenship. We conclude with a discussion on how we put these three key elements into practice. It is therefore argued that to be truly engaged requires constant dialogue, reflection, and the intentionality and commitment of all parties towards collaboration that is aimed at promoting mutual learning through socially just processes. Such university and school-community engagement is key in addressing complex social issues requiring collaborative intervention to enable social transformation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01