This paper presents a longitudinal case study of a cross-border student volunteer workcamps conducted between 2004–2012 by the University of the Witwatersrand (South Africa) and Eduardo Mondlane University (Mozambique). Each year, 28 students from both institutions engaged in an eight-day immersive community service programme in the rural villages of Hokwe, Chokwe, Gaza Province (Mozambique), and Mooiplaas, Ehlanzeni, Mpumalanga Province (South Africa).
Rooted in the historical solidarity of South African exiles and Mozambique’s FRELIMO-led communities, the initiative fostered transformative learning, cultural exchange, and regional solidarity.
Drawing on 189 participant reflections, the study explores how the Programme cultivated critical consciousness, leadership, teamwork, humility, and intercultural skills in students—despite the absence of academic assessment. Communities also benefited through agricultural support, health education, and access to clean water. Using a theoretical framework grounded in transformative learning theory, critical pedagogy, decolonial theory, and Pan-Africanism, the findings highlight the programmes potential as a model for socially engaged, decolonial, and Pan-African higher education.
The paper calls for universities to adopt ethically grounded, experiential volunteer programmes that build mutual capacity between students and communities and contribute to youth development and regional integration in Africa.
Table of Contents
- 1. Introduction
- 2. Literature Review
- Global Perspectives on Models of Engagement
- Service-Learning
- Participatory Action Research (PAR)
- Anchor Institution Frameworks
- Institutional Commitment and Challenges Worldwide
- Addressing Power, Equity, and Decolonization
- Gaps and Future Directions in Scholarship
- Global Perspectives on Models of Engagement
Objectives and Key Themes
This paper explores the conceptualization and practice of community engagement in higher education, particularly within the South African context, using Social Justice Education and Asset-Based Community Development frameworks. It aims to examine how engagement is conceptualized and operationalized in universities, identify supportive models and frameworks for impactful partnerships, and analyze lessons learned from South African case studies. The study seeks to contribute to scholarship on higher education's role in societal transformation by foregrounding South Africa's unique socio-political realities.
- Community engagement in higher education
- Models of community engagement (service-learning, PAR, anchor institutions)
- Challenges to community engagement in South Africa (inequality, resource constraints, institutional culture)
- Power dynamics and equity in community engagement
- Social justice and asset-based development frameworks in community engagement
Chapter Summaries
1. Introduction: This introductory chapter establishes the significance of community engagement in higher education, particularly within the South African context, marked by legacies of apartheid and inequality. It highlights the multifaceted benefits of engagement for universities, students, and communities, emphasizing its role in addressing social justice issues and promoting sustainable development. The chapter also acknowledges the challenges faced in implementing effective community engagement, including structural inequalities and institutional limitations. It concludes by outlining the central research questions guiding the paper, focusing on the conceptualization, implementation, and impact of community engagement models in South Africa.
2. Literature Review: This chapter provides a comprehensive overview of existing literature on community engagement in higher education. It examines global perspectives on various engagement models, including service-learning, participatory action research (PAR), and anchor institution frameworks, highlighting their strengths, limitations, and applicability in diverse contexts. The review explores the importance of institutional commitment and the challenges—such as insufficient funding and undervalued engaged scholarship—that hinder sustainable engagement. Crucially, the chapter addresses the critical role of power dynamics, equity, and decolonization in shaping effective and just partnerships. Finally, it identifies key gaps in current scholarship, emphasizing the need for longitudinal studies, community-centered research perspectives, and research into institutional leadership and culture's influence on engagement.
Keywords
Community engagement, higher education, South Africa, social justice, asset-based community development, service-learning, participatory action research, anchor institutions, equity, power dynamics, decolonization, institutional culture, sustainability.
Frequently asked questions
What is the purpose of this document about community engagement in higher education?
This document provides a comprehensive preview of a research paper on community engagement in higher education, particularly within the South African context. It includes a table of contents, objectives, key themes, chapter summaries, and keywords.
What is included in the Table of Contents?
The table of contents outlines the structure of the research paper, including an introduction and a literature review. The literature review covers global perspectives on models of engagement such as service-learning, participatory action research (PAR), and anchor institution frameworks. It also addresses institutional commitment, challenges, power dynamics, equity, decolonization, and identifies gaps and future directions in scholarship.
What are the main objectives and key themes of the paper?
The paper aims to explore the conceptualization and practice of community engagement in higher education, especially in South Africa, using Social Justice Education and Asset-Based Community Development frameworks. It aims to examine how engagement is conceptualized and operationalized in universities, identify supportive models for impactful partnerships, and analyze lessons learned from South African case studies. Key themes include community engagement in higher education, models of community engagement, challenges in South Africa, power dynamics, equity, social justice, and asset-based development.
What does Chapter 1, "Introduction", discuss?
Chapter 1 establishes the significance of community engagement in higher education, particularly in the South African context, highlighting its role in addressing social justice issues and promoting sustainable development. It also acknowledges the challenges in implementing effective community engagement and outlines the research questions guiding the paper.
What does Chapter 2, "Literature Review", cover?
Chapter 2 provides a comprehensive overview of existing literature on community engagement in higher education. It examines global perspectives on various engagement models, explores the importance of institutional commitment, addresses power dynamics, equity, and decolonization, and identifies key gaps in current scholarship.
What are some of the keywords associated with this research?
Keywords include community engagement, higher education, South Africa, social justice, asset-based community development, service-learning, participatory action research, anchor institutions, equity, power dynamics, decolonization, institutional culture, and sustainability.
- Quote paper
- Dr Thabo Putu (Author), 2025, Community Engagement in South African Higher Education. Frameworks, Case Studies, and Pathways to Social Justice, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/1599205
