Service-Learning as a new approach to teaching and learning in South Africa

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Melanie Black
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Future Lingnan University, Hong Kong (5-6 June) Sun Yat-sen University, Guangzhou, MC (7 June 2013) PROF.

1 Service-Learning as a new approach to teaching and learning in South Africa The 4 th Asia Pacific Regional Conference on Service-Learning Service-Learning as a Bridge from Local to Global: Connected World, Connected Future Lingnan University, Hong Kong (5-6 June) Sun Yat-sen University, Guangzhou, MC (7 June 2013) PROF. MABEL ERASMUS SERVICE-LEARNING DIVISION DIRECTORATE: COMMUNITY ENGAGEMENT erasmusm@ufs.ac.za

2 Contents of the Presentation 1. Where? 2. What? 3. Why? 4. How? 5. With whom?

3 Service Learning

5 History and Background Centuries of colonial rule in South Africa Decades of freedom struggle against brutal minority rule (Apartheid regime) 1994 First democratic elections (end of oppression?) The Constitution of the RSA (Act 108 of 1996) hailed as exceptionally progressive Transformation required of every sector of society

6 History and Background (Cont.) Transformation in Higher Education meant broadening democratic participation; responsiveness to societal challenges; and partnership-building. Policy documents referred to Community Service (later to be named Community Engagement) and Service Learning as transformative mechanisms Source: Education White Paper 3. A Programme for Higher Education Transformation. (RSA DoE, 1997).

7 History and Background (Cont.) Community Engagement, integrated with research and teaching learning, regarded by some as a primary vehicle for increasing universities social responsibility. Community-integrated pedagogical tool of Service- Learning imported from USA since 1999 through the CHESP initiative. Hailed as a curricular form of community engagement aimed at equipping students with a sense of social responsibility, and other graduate attributes relevant for living and working in the new South Africa. Linked to Generic or Critical Cross-field Outcomes.

students Community Engagement and Service Learning Paradigm shift

8 New Directions for Universities in South Africa since 1994 National policy documents refer to social responsibility of universities and students Community Engagement and Service Learning Paradigm shift required Grounded in local and indigenous knowledge Copyright reserved 2011

9 Interactive Relationships of Teaching & Learning, Community Engagement and Research Teaching & Learning Community Engagement Research

10 The Infusion (cross-cutting) model The Community-engaged University (in Bender 2008) The university has two fundamental roles T/L and research. CE is a fundamental idea and perspective which must inform and animate and be integrated with most of the university s T/L and research activities.

11 The Intersecting Model (in Bender 2008, adapted from Bringle, Games and Malloy 1999) The university has three roles, and there is acknowledgement of some intersection between them. Where there is innovation it innovates Service Learning (SL), while outreach and volunteerism continue as separate activities. (Bender 2008)

12 Service Learning

13 Community Engagement defined for the South African context Employing the scholarly expertise and resources of the university to render mutually beneficial services to communities within a context of reciprocal engagement and collaborative partnerships.

14 Interactive Relationships among Higher Education Institutions, Communities, the Services & Corporate Sectors Higher Education Institutions Services Sector Communities Corporate Sector

15 Service-Learning defined for the Educational approach Experiential Action and South African context Community-based learning Curriculum-based, credit-bearing Well-structured service activity (identified service need of community)

16 Service-Learning defined for the South African context (cont.) Students reflect on service experience: Linking curriculum content and community dynamics Personal growth Civic learning and social responsibility Partnership in balance mutuality and reciprocity

17 Partnership Model for Service Learning

18 Key questions about Service-Learning To what extent does Service-Learning in South Africa correspond to its American roots? (Stanton & Erasmus, 2013) What are its unique features and why? (Hatcher & Erasmus, 2008) What is its current state in SA? (SAHECEF) What role does it play in connecting South African students, HE staff and external constituencies locally and globally?

19 Service Learning

20 The importance of Service-Learning for South Africa Painful contradictions become apparent when current conditions in South Africa are measured against the high standards of conduct set out in the Constitution Pitfalls of a developing country (misgivings) Between utopia and chaos Interregnum morbid symptoms (Gramsci) The current state of affairs in SA calls for urgent measures to be taken More appropriate value set to be acquired by students as leaders of the future

unemployment Poverty, corruption Violent crime Worsening service

21 South Africa in 2013 Current Gini coefficient = 0,7. Gap between rich and poor is the largest worldwide High levels of unemployment Poverty, corruption Violent crime Worsening service delivery HIV/Aids and TB Labour unrest Undermines the governing party s promise of A better life for all!

22 Individual Development and Social Aims in Balance THE CONSTITUTION OF THE RSA (ACT 108 OF 1996) CHAPTER 1: FOUNDING PROVISIONS Citizenship 3(2) All citizens are (a) equally entitled to the rights, privileges and benefits of citizenship; and (b) equally subject to the duties and responsibilities of citizenship.

23 Intended Outcomes for Students, Communities, Staff and HEIs Unintended outcomes also valuable! Knowledge, skills, attitudes and values A pedagogy of hope (Paulo Freire) Reflective and reflexive practice Learning to love (Ng) Transformative learning (Kiely) Compassionate imagining (Nussbaum) Social justice / social change Higher education managers? Other priorities

24 Service Learning

25 Enabling Service-Learning Resources: human and financial Management structure Capacity-building for staff (HES717 module) Support for champions Promotion criteria Focus on research (engaged scholarship) Quality management (ethical imperative) Partnership-building Link with larger purpose in society

Call for Active Citizenship Subject status of citizens undermines freedom Pathway towards the society of or dreams Building unity in diversity

26 Call for Active Citizenship Subject status of citizens undermines freedom Pathway towards the society of or dreams Building unity in diversity Interconnected global community Being versus having Being and becoming define us as human Service-Learning can contribute to active citizenship

27 Circles of Healing

28 Service Learning

Old-Age Homes Youth Centres Schools Children s Homes (

29 Our external partners Placement sites for Service- Learning students Non-Profit Organisations Crèches Old-Age Homes Youth Centres Schools Children s Homes ( Orphanages ) Safe Houses Facilities for Persons with Disabilities SMMEs

30 Towers of Hope

31 A service at Towers of Hope

32 Street children living under a bridge

33 Closer view

34 Kidz Care Trust s Drop-in Centre at Park Road Police Station

35 The Drop-in Centre from nearby: Fadzayi Matongo explains

36 Showers for the kids at the Police Station

37 Mr Michael van Heerden Street worker of Kidz Care Trust (former street child) Life history interview (20/11/2012) Ms Fadzayi Matongo, Ms Magda Barnard and Ms Merlene Esau during the NRF research project baseline study interview Attachments? Multiple Identities? Agency and Voice?

38 The caregivers at the shelter: Mrs Martha Mzizi and Ms Emily Finger Kidz Care Trust s Mission

39 Boys playing at the shelter

40 Lebone Village (cares for OVCs, especially children affected by and infected with HIV/Aids)

41 Employment opportunities for parents and other care-givers

42 Vegetable garden at Lebone Village

43 Multi-purpose workshop at Lebone Village

44 List of references Bender, Gerda Exploring conceptual models for community engagement at higher education institutions in South Africa. Perspectives in Education 26(1): Hatcher, Julie A. & Erasmus, Mabel A Service- Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere. Michigan Journal of Community Service Learning 15(1). Fall Pp Kiely, Richard. Fall A transformative learning model for service-learning: A longitudinal case study. Michigan Journal of Community Service Learning Nussbaum, Martha Upheavals of thought: The intelligence of emotions. Cambridge: Cambridge University Press.

45 List of references (cont.) Stanton, Timothy K. & Erasmus, Mabel A Inside out, outside in: A comparative analysis of service-learning's development in the United States and South Africa. Journal of Higher Education Outreach and Engagement, 17(1): Ramphele, Mamphela. Conversations with my sons and daughters. Johannesburg: Penguin Books. RSA DoE (Republic of South Africa. Department of Education) Education White Paper 3. A Programme for Higher Education Transformation. Pretoria: Department of Education. The Constitution of the RSA. Act 108 of Note: Articles and other resources are available at

46 Thank you!

Regional Bureau for Education in Africa (BREDA)

United Nations Education, Scientific and Cultural Organization Regional Bureau for Education in Africa (BREDA) Regional Conference on Higher Education in Africa (CRESA) 10-13 November 2008 Preparatory