Page created by Annie Dennis
9th to 11th MAY • Rhodes University • Grahamstown • South Africa •

      Rhodes University & Durban University of Technology


As the gap between those who have (some of whom are interested in sharing) and
those who have not (some of whom are willing to ensure sharing) continues to grow,
it falls on those among us, who are prepared to negotiate the nature, extent and
meaning of sharing to prevent this chasm from spiralling ever dangerously beyond
the Rubicon of revolution.

One of the novel ways of doing so is through the redistributive opportunities
afforded us by the notions inherent in social innovation and implicit in social
entrepreneurship. As an ideal these notions imagine the disruption of the selfish
approach to profiteering that underscores general enterprise/entrepreneurship.
These disruptions may unfurl an unselfish approach to the distribution of surplus
within and among communities in which said enterprises are usually located and

As a possible imperative we need to channel more of our activities as community-         
university engagement partners into the realization of social development that lies
at the very heart of social innovation and social entrepreneurship. From among the
many experiences that will be reported on, let us commit ourselves to learning from
challenges and successes, and explore whether the former may be diminished; and
to what extent the latter may be replicated and/or taken to scale.

This is the fifth year in which the Community Engaged Learning Symposium will bring
together students, academics and community partners from across South Africa, and
further afield, to engage with one another. The platform has traditionally allowed for
all stakeholders involved in engagement projects to bring their knowledge, expertise
and questions to the table to be celebrated and interrogated. We hope that 2018
will continue the Symposium’s tradition of collegiality across traditional boundaries,
both within the academy, as well as between academe and broader society.

RU & DUT Team

    RHODES UNIVERSITY, VICE CHANCELLOR,                                                           the process, we want to produce graduates with an elevated sense of awareness
    DR SIZWE MABIZELA                                                                             and responsibility in building and sustaining sustainable communities.
                                                                                               • Simultaneous local responsiveness and global engagement – our academic
                    On behalf of Rhodes University, it gives me immense pleasure to               endeavour should seek to respond to the pressing and urgent local challenges
                    welcome all participants to this important conference on Community            while simultaneously contributing to our accumulated global stock of knowledge.
                    Engagement. We are honoured and privileged to co-organise this                This will allow us to enter the global knowledge system from our position of
                    annual symposium with the Durban University of Technology.                    strength.
                    This symposium, held under the theme “Community Engagement                 • Advancing social justice – given the painful past of our country characterized
                    and Social Innovation” brings together colleagues from national               by exclusion and denial of opportunities for some segments of our society, it is
                    and international universities and other communities to deepen                vitally important that we do all we can to restore the dignity and humanity of
                    and broaden our understanding of the role and purpose of our                  those who were treated as less than human by the previous dispensation.
                    universities in the creation and sustaining of a better society and a
    better world. It is through sharing of best practice and diverse insights that we can      • Advancing the public good purpose of higher education – our university does not
    advance this objective.                                                                       exist in a vacuum. It exists within social, cultural and economic milieu and has an
                                                                                                  important role to play in lifting the standard of living of our local community.
    The position of universities within our society has never been simultaneously more
    vulnerable nor important. We are under siege of reduced public funding and our very        Our sincere thanks to our Symposium Organising Committee for what, I’m confident,
    purpose within the wider society is being questioned and in many ways diminished,          will be a very successful and memorable engagement.
    there is a pressing need to reimagine ourselves and step up, work collectively to
    redress the imbalances in our society.                                                     On behalf of our University and the Symposium Organising Committee, I wish to
                                                                                               acknowledge with thanks and sincere appreciation our eminent keynote speakers
    This can only benefit both the academy and the community partners that we work             who have graciously accepted our invitation for them to address this Symposium.
    with, enrich the holistic educational experience of our students and strengthen            We also wish to convey our profound gratitude and heartfelt appreciation to
    social cohesion. It is only when we build respectful, reciprocal and mutually beneficial   all presenters for their time and effort in preparing their presentations for this
    partnerships with our local communities and draw on the different kinds of knowledge       Symposium. We are equally grateful to those who will be presenting their posters.
    that reside in these communities that our knowledge project can start to respond           This Symposium would not have been possible without you.
    meaningfully and appropriately to the cause of building and sustaining a more just,
    a more humane, a more caring, a more equitable, a fairer, a more compassionate and         I wish all participants well in this important conference. May it mark a significant
    more inclusive society.                                                                    watermark in our quest to use knowledge as a catalyst for the realisation of a
                                                                                               society and world free of hunger, want, inequality and despair. And may it serve as a
    Our University has committed itself to four guiding principles that will drive all our     significant stepping stone towards placing community engagement on a more solid
    endeavours as an institution of higher learning. These are:                                philosophical and moral footing. May you, at the end of this important Symposium,
    • Sustainability – we need to ensure that principles sustainability permeate every         leave Rhodes University with a renewed sense of hope and optimism that tomorrow
       aspect of our academic endeavour and every decision taken by our university. In         will be a better day than today!

    MESSAGE FROM SAHECEF CHAIR:                                                                Professor Akhurst’s early career was as a teacher of geography in schools in what
                                                                                               was then Natal. While she was teaching, Professor Akhurst was also completing an
    A recent email with the heading: “Because you are free to be who you want to be”           honours level qualification in psychology by correspondence, and it was presumably
    made me think about this symposium. “Is this really the case? Constitutionally             because of this that the head teacher of one secondary school approached her to
    perhaps, effectively no... So, what can we do to stimulate and grow the inherent           ask if she would take on the role of School Counsellor. Her decision to accept the
    potential of South Africans?”                                                              Head’s invitation led her to qualify as a professional psychologist and changed her
                                                                                               life forever.
    In a higher education context of financial constraints, with calls for social
    justice and transformation, managements are focusing on broadening access,                 Professor Akhurst entered academic life by taking up a position at the then
    institutional cultures, the curriculum and sensible research efforts. Debates              University of Natal in 1992. In 2004 she moved to the United Kingdom and worked
    pertain to maintaining quality, equitable knowledge production and the rights of           for two years at the Higher Education Academy Subject Centre, a body that is
    students affected by the consequence of race, language, history and culture.               concerned with improving teaching in British universities, in York and then moved
                                                                                               to York St John University (YSJU) as a Senior Lecturer. She was promoted to a
    The National Development Plan calls for universities to also offer solutions to            Principal Lectureship in Psychology at YSJU in 2008 and then became Professor in
    developmental challenges that support socio-economic development by utilising              Community Psychology in March 2014.
    innovation. Universities are expected to assign greater focus to supporting those
    communities that are boldly ‘taking the steps to dream and grow’. The ‘quadruple           Professor Akhurst’s love for South Africa had never left her, however, and, shortly
    helix’ partnership is creating opportunities for universities to borrow some creative      after her promotion to the rank of full professor in the United Kingdom, she
    solutions for scholarship of engagement. Let us embrace this opportunity to                decided to return to her home country taking up a position at Rhodes University as
    enhance our contribution to society and impactful development!                             associate professor in order to do so. Back in South Africa, she was soon promoted
                                                                                               to the position of full professor.
    Bibi Bouwman
                                                                                               Community psychology is a relatively new field notable for the way it offers ‘bottom
    VICE CHANCELLOR’S DISTINGUISHED COMMUNITY ENGAGEMENT                                       up’ and participatory approaches to contemporary societal challenges. Given the
    AWARD WINNER, 2017 – PROFESSOR JACQUELINE AKHURST                                          area of her academic expertise, it is not surprising that, once back in South Africa
                                                                                               and located in a town with enormous social challenges, Professor Akhurst quickly
                           The Vice Chancellor’s Distinguished Community Engagement            began to consider how she could engage local communities both to serve them
                           Award is made annually to an individual, or group of individuals,   and, importantly, to learn from them.
                           who have demonstrated to a panel of peers that their work
                           in Community Engagement is truly distinguished.                     Professor Akhurst’s work in community engagement spans the breadth of
                                                                                               what is often termed the Community Engagement continuum and has included
                           Today, it is my honour to present to you Professor Jacqueline       volunteerism, service-learning, and engaged research.
                           Akhurst of the Department of Psychology for the 2017
                           Award.                                                              In 2015 and 2016 student protests across South Africa were marked by calls for

    the ‘decolonisation’ of the curriculum. Professor Akhurst has responded to this       that 62 additional psychology students signed up to join Ithemba initiative for 2018,
    call by drawing on her capacity to engagement with communities to learn from          allowing the programme to broaden counsellor availability to 4 days a week.
    others in order to co-create new knowledge. In order to do this, Professor Akhurst
    has built partnerships with multiple non-governmental and community-based             In forming mutually beneficial partnerships across Grahamstown, Professor
    organisations across Grahamstown, not only to offer essential services, but to grow   Akhurst has listened profoundly to what communities have told her and has
    the pool of both learners and teachers, involved in a more democratic knowledge       practiced deep social responsiveness in developing programmes that focus on
    economy within the discipline of psychology.                                          sustainability. Professor Akhurst has run five distinct programmes with the
                                                                                          Lebone Centre, who say that her approach to their relationship
    One of the places where this is most evident is her work on the Fort England
    Hospital Buddy Programme, where partners from Fort England now co-facilitate                   . . . has been one of ensuring sustainability and honouring the principles
    student briefing and debriefing sessions, and her service-learning courses in                  of reciprocity and mutual benefit. She has consistently applied a
    community psychology, where students work with, and learn from, over six                       developmental approach to her interactions with us as a community
    different community based organisations.                                                       partner.

    One of Professor Akhurst’s colleagues commented on her work in community              Professor Akhurst’s work is too extensive to detail in full, but these highlights
    psychology as follows:                                                                of her major programmes serve to illustrate the extensive impact of her work.
                                                                                          Despite her immense expertise and academic acumen, Professor Akhurst’s work
           We had a gap in the ‘Community Psychology’ specialisation in the Psychology    remains deeply reflective in nature, and she has cultivated a rare kind of academic
           Department for some years, with teaching and supervision of community-         and personal humility. One community partner reflected on their engagement
           based learning taken up by a succession of staff, in bits and pieces, here     with Professor Akhurst saying:
           and there, from this approach or that. Professor Akhurst’s leadership and
           hands-on engagement has quickly steadied this focus, and the depth of her               Her approach in developing meaningful relationships and programmes
           experience, professional standing in the field and theoretically grounded               which support under-resourced communities, while always remaining
           approach has produced coherence in and between courses, projects and                    humble, has been outstanding.
           research studies... It is extraordinary what she has achieved.

    Counselling and psychoeducational support has been inaccessible for the majority      Dr Chrissie Boughey
    of Grahamstown’s youth, and this has been expressed as a source of concern by         Deputy Vice Chancellor: Academic and Student Affairs
    community-based organisations for a number of years. In 2016 Professor Akhurst
    took this concern seriously and developed and championed the Ithemba Peer
    Counselling Program. This has involved Professor Akhurst working with Masters’
    students to train and supervise undergraduate students in psychology who then
    work as pairs providing counselling support at the Joza Youth Hub and Ntsika
    Secondary School. In just two years the programme has gained such momentum

    VICE CHANCELLOR’S DISTINGUISHED AWARD FOR COMMUNITY ENGAGEMENT                           sensitivity and reflexivity. Finally, this paper hopes to promote discussion of

    LECTURE PRESENTATION ABSTRACT                                                            the tensions in CBSL and partnership work, considering ways in which trainees
                                                                                             develop greater consciousness of the social justice agenda and working in ways

    Community-based service learning during psychologists’ training: drawing from            that challenge regular psychology practice, as they craft ‘bottom up’ and innovative

    theory and working at the critically reflective interface                                interventions that are contextually sensitive.

    Akhurst, Jacqueline
    Rhodes University
                                                                                                                 Day to Day
    There are strong imperatives for transformation and decolonisation of teaching
    methodologies in Higher Education in South Africa (SA), requiring changes to                                 Conference
    teaching and learning methods. In the resource-constrained SA context, training in
    community psychology is necessary for all psychologists, however the translation                            Programmes
    of principles into practice is not well evidenced. At Rhodes University (RU),
    Community-Based Service Learning (CBSL) has been implemented to promote and                                     and

    develop trainees’ experiences of the principles and tools of community psychology.
    There is evidence that CBSL (termed ‘service learning’ in the predominantly North                              Venues                                                           

    American literature) enhances learning, promotes psycho-education and may shift
    preconceptions, as partnerships are forged with individuals and organisations in
    non-traditional settings.                                                                                              9 May to 11 May 2018

    This paper draws from elements of Vygotsky’s theory and applies these as the basis
    of the Community Psychology module. Through exploring the 2017 Masters-level
    psychology trainees’ experiences and some community partners’ accounts, in a                                                  VENUES

    number of different community settings, I will give examples of the impact of CBSL
    on trainees’ attitudes and learning. Their accounts include the iterative nature of         Symposium: National English Literary Museum (NELM) 25a Worcester Street

    thinking and speaking, as well as forms of mediation and collaboration that emerge
    in peer-learning activities. The trainees report on becoming more flexible in their     Plenary Session & Cocktail Function Wednesday 18:30: Eden Grove, Rhodes University

    approaches, using relationally-based, participative and constructive mediation.
    I will give examples of the interactions between people and systems as well as               Gala Dinner Thursday 18:00: Wyvern Club, Kingswood College, Burton Street

    the limitations experienced by trainees, illustrating the interactions at the theory-
    practice interface and the use of group processes to enhance trainees’ contextual

     Wednesday 9 May 2018
                            					                                  DAY 1                Wednesday 9 May 2018
                                                                                                                					                                      DAY 1
     7.30-8.00      SAHECEF Members Registration (NELM)
     8:00           SAHECEF Meeting - members only
     9.30-10:30     Registration and Tea: National English Literary Museum (NELM)
     10:30-11:00    OPENING: Di Hornby (Director: Rhodes University Community
                    WELCOME ADDRESS: Dr Chrissie Boughey (Rhodes University,
                    DVC: Academic and Student Affairs)
                    VENUE 1                                                                           VENUE 2
                    SERVICE-LEARNING AND SCHOOLS                                                      MOBILISING COMMUNITIES AND ETHICS
     11:00 –11:20   Olivera, Shanene       Zanempilo, bringing health to you as a      11:00 –11:20   Amner, Rod                 Facilitating inclusive, deliberative
                    Nelson Mandela         service-learning and community                             Rhodes University          communicative ecologies around public
                    University             engagement Mobile Health Education                         (27)                       education in Makana
                    (pg 65)                Platform, within the Faculty of Health
                                           Sciences at the Nelson Mandela University
10                                                                                     11:20 –11:40   Haese, Adrie; Claassens,   ‘Wordless picture books and ‘Moolas’: A      11
     11:20 –11:40   Pinfold, Nicholas      A Transdisciplinary Educational Approach                   Elmien, Costandius,        collaborative community engagement
                    Cape Peninsula         To Contemporary Urban Planning Problems                    Elmarie, Mzayidume,        project
                    University of          In South Africa Through Community                          Abigail
                    Technology             Engagement And Service-Learning                            University of
                    (70)                                                                              Johannesburg (43)
     11:40 –12:00   Talbot, Anna           Social capital for social innovation:       11:40 –12:00   Kumbirai, Shamiso;         From Toilets To Toyi Toyi’s: Assessing
                    Rhodes University      Nine Tenths matric mentoring programme                     Wolmarans, Nicky and       Stakeholder Perceptions In Public
                    (78)                                                                              Rivett, Ulrike             Infrastructure Projects – A Case Study Of
                                                                                                      University of Cape Town    The Cape Town Toilet War Saga. (48)

     12:00 –12:20   Bezerra, Joana         Reaching Service-learning Goals: A case     12:00 –12:20   Myataza, Thabisa           Addressing forced and child marriages
                    Rhodes University      study from South Africa                                    Masimanyane                in the Eastern Cape: ‘From local to global
                    (31)                                                                              Women’s Support            linkages’
                                                                                                      Centre (59)

     12:20 –12:40   Akhurst, Jacqueline    The challenges of community-based           12:20 –12:40   Nel, Kathryn and      Appreciative Inquiry (AI) used as a research
                    Rhodes University      service learning in a Master’s community                   Govender, Saraswathie process to explore the challenges of a rural
                    (26)                   psychology module: moving from a mental                    University of Limpopo woman living in a peri-urban area (61)
                                           health model towards social action

     Wednesday 9 May 2018
                              					                                  DAY 1               Wednesday 9 May 2018
                                                                                                                  					                                    DAY 1
                      VENUE 1                                                                           VENUE 2
                      SERVICE-LEARNING                                                                  MOBILISING COMMUNITIES AND ETHICS
     12:40 – 13:00    Meyer-Adams,          Community Service Learning (CSL) offers     12:40 – 13:00   Gachago, Daniela and Telling stories about stories: towards an
                      Ernestine             a collaborative approach to Student                         Scheepers, Jacqueline analytical framework for ethical practices
                      University of         Community Engagement, -Volunteerism                         Cape Peninsula        of digital storytelling at CPUT
                      Johannesburg          and -Citizenship/Citizenry                                  University of         (39)
                      (56)                                                                              Technology

     13:00-14:00      Lunch: National English Literary Museum (NELM)                    13:00-14:00     Lunch: National English Literary Museum (NELM)

                     VENUE 1                                                                            VENUE 2
                     MOBILISING COMMUNITIES AND ETHICS                                                  MOBILISING COMMUNITIES AND ETHICS
     14:00 -14:20    Lortan, Darren,        Articulation pathways through public        14:00 -14:20    Viedge, Jane           Makana communities in a social justice
                     Sibhensana, Bertha     private partnerships: promoting social                      Rhodes University      crisis: could the practice of Digital
                     and Maistry,           innovation, entrepreneurship and                            (82)                   Storytelling be a tool for individuals to
                     Savathrie              development                                                                        transform their own and others’ lives?
12                   Durban University of   (52)                                                                                                                           13

     14:20 – 15:20   WORKSHOP (part 1)      Bridging Research and Practice:             14:20 – 15:20   WORKSHOP (part 1)      Co-designing a model for decolonising
                     Ryan, Ben and          The crucial role of embedding in building                   Ngoasheng, Asanda;     the curriculum through a short course on
                     Todd, Andrew           trust between communities                                   Cupido, Xena;          critical compassionate citizenship
                     Rhodes University                                                                  Oyekola, Oluwaseun     (90)
                     (92)                                                                               and Gachago, Daniela
                                                                                                        Cape Peninsula
                                                                                                        University of

     15:20 -15:50    TEA: National English Literary Museum (NELM)                       15:20 -15:50    TEA: National English Literary Museum (NELM)

     15:50 -16:50    WORKSHOP (part 2)      Continued                                   5:50 -16:50     WORKSHOP (part 2)      Continued
                     Ryan, Ben and                                                                      Ngoasheng, Asanda;
                     Todd, Andrew                                                                       Cupido, Xena;
                                                                                                        Oyekola, Oluwaseun
                                                                                                        and Gachago, Daniela

      Wednesday 9 May 2018
                              					                                DAY 1               Wednesday 9 May 2018
                                                                                                              					   DAY 1
     17:00 -18:00   Transport to Eden Grove Lecture complex and refreshments before    NOTES:
                    Plenary Session

                    VENUE 1

     18:30-19:30    Plenary Session        Prof Jacqueline Akhurst Community-based
                    by the Winner          service learning during psychologists’
                    of the Rhodes          training: drawing from theory and working
                    Vice Chancellor’s      at the critically reflective interface
                    Distinguished Award
                    for Community
                    Engagement in the
                    Eden Grove Complex

14                                                                                                                            15

     Thursday 10 May 2018
                         					                                      DAY 2                Thursday 10 May 2018
                                                                                                             					                                     DAY 2
     8:00-8:30       Tea and Registration: National English Literary Museum (NELM)      8:00-8:30       Tea and Registration: National English Literary Museum (NELM)
                     VENUE 1                                                                            VENUE 2
                     SERVICE LEARNING AND SCHOOLS                                                       VOLUNTEERING
     8:30 -08:50     Simpeh, Eric;          Exploratory study on the construction       8:30 -08:50     Bobo, Benita          The role of community engagement in
                     Jackson, Desmond       students’ experiences in a Service-                         Rhodes University     student development: The Engaged Citizen
                     and Scheepers,         Learning project. Engineering Department                    (32)                  Programme (ECP) as a case study
                     Jacqueline             of Construction Management & Quantity
                     Cape Peninsula         Surveying
                     University of          (76)

     08:50 – 09:10   Msimango, Boniwe       The nature of Early Childhood Development   08:50 – 09:10   Shabalala, Precious   Strengthening sustainable relationships
                     Rhodes University      (ECD) services in Grahamstown area                          University of         between local communities and National
                     (57)                                                                               Mpumalanga            Parks through conservation volunteering:
                                                                                                        (75)                  The case of Kruger National Park

16   09:10-09:30     Padayachee, Kanya      Social Innovation: Community Engagement     09:10-09:30     Ngubo, Sanele and     The peaks of volunteerism: Student         17
                     and Maistry,           through Story Pedagogy                                      Valela, Mandilakhe    volunteer leaders’ perspectives
                     Savathrie              (67)                                                        Rhodes University
                     Durban University of                                                               (63)

     09:30 – 09:50   von Witt, Nathalia     Codeswitching online: A case study of a     09:30 – 09:50   Mabukane, Unathi      Student Volunteerism: The Impact of
                     Rhodes University      bilingual online mathematics programme                      Rhodes University     Community Engagement Activities on
                     (84)                   for Grade 7 learners in Diepsloot,                          (54)                  the Personal Development of student
                                                                                                                              volunteers at Rhodes University

     09:50 - 10:20   TEA: National English Literary Museum (NELM)                       09:50 - 10:20   TEA: National English Literary Museum (NELM)

     Thursday 10 May 2018
                         					                                               DAY 2                  Thursday 10 May 2018
                                                                                                                        					                                        DAY 2
                     VENUE 1                                                                                        VENUE 2
                     SERVICE-LEARNING AND SCHOOLS                                                                   ENTREPRENEURSHIP

     10:20 – 10:40   Weaver, Kim                An inclusive engaged science education              10:20 – 10:40   Munsamy,              Universities are not simply academic
                     Rhodes University          programme for schools with three                                    Jeeva                 institutions!
                     (87)                       components (Faculty of Science)                                     Central University    (58)
                                                                                                                    of Technology

     10:40 – 11:00   Hayes, Nicci               Power dynamics and power distance in                10:40 – 11:00   Mchunu, Khaya and     Co-creating a training project in basic
                     Nombulelo Secondary        community engagement                                                Tembe, Nozipho        sewing skills
                     School, Principal                                                                              Durban University     (55)
                     (45)                                                                                           of Technology and
                                                                                                                    Sewing for Africa

     11:00 – 11:20   Sewry, Joyce and           Meeting Important Educational Goals for             11:00 – 11:20   O’Keefe, Lucy         Working with micro enterprises in
                     Paphitis, Sharli           Chemistry through Service-Learning                                  Ubunye Foundation     marginalized rural communities: lessons
18                   Rhodes University          (74)                                                                (65)                  from the field                            19
     11:20 – 11:40   Westaway, Ashley GADRA Education
                     Changing public education in Grahamstown: innovation and
                     collaboration at work (88)

     11:40 – 12:20    Social Innovation & Digital Storytelling Platform: Julie Adair, Director of
                      Digital Collaboration at Glasgow Caledonian University will introduce
                      the Common Good First - Digital Storytelling for Social Innovation
                      initiative, a collaboration between international partners to develop a       12:20 -13:30    Lunch: National English Literary Museum (NELM)
                      social impact digital platform with benefits for HE, NGO’s, CBO’s and
                      Schools. Digital Storytelling circles are part of this initiative and a       13:30 -15:30    WORKSHOP              The Conceptualisation of a Trans-
                      facilitator and community partner will share their experiences.                               Scheepers,            disciplinary model for Community
                                                                                                                    Jacqueline Jackson.   Engagement
     12:20 -13:30    Lunch: National English Literary Museum (NELM)                                                 Desmond and           (93)
                                                                                                                    Kohlhofer, Walter
     13:30 -15:30    WORKSHOP                   A Stakeholder Approach to Strategic                                 Cape Peninsula
                     Pearse, Noel               Planning (91)                                                       University of
                     Rhodes University                                                                              Technology

     Thursday 10 May 2018
                         					                                      DAY 2              Thursday 10 May 2018
                                                                                                           					                                        DAY 2
     15:30 -16:00    TEA: National English Literary Museum (NELM)                      15:30 -16:00      TEA: National English Literary Museum (NELM)

                     VENUE 1                                                                            VENUE 2
                     ENVIRONMENT                                                                        HEALTH

     16:00 – 16:20   Bulunga, Ancha       Encouraging long-term water conservation     16:00 – 16:20    Jacobs, Liezille      Spiritually-based Narratives: women’s
                     Rhodes University    through a participatory educational                           Rhodes University     stories about alcohol addiction facilitated
                     (34)                 program                                                       (47)                  by alcoholics anonymous

     16:20 – 16:40   Ngobeni, Sizwe       Experience with rural farming communities    16:20 – 16:40    Collow, Gavin         The value of embedding community
                     University of        in Albert Luthuli municipality, Mpumalanga                    Rhodes University     engagement within the context of sports
                     Mpumalanga           Province (62)                                                 (36)                  performance (HKE).

     16:40 – 17:00   Nqowana,             Science engagement: using science            16:40 – 17:00    Davy, Jonathan &      On inhloko, imphepho and carboard-
                     Thandiswa            workshops as a means of getting school                        Todd, Andrew          examples of everyday resilience in the
                     Rhodes University    pupils excited about microbial quality                        Rhodes University     informal economy at Warwick Junction in
20                                                                                                                                                                          21
                     (64)                 testing of water in Grahamstown                               (37)                  Durban

     18:00           SYMPOSIUM GALA DINNER:                                            18:00           SYMPOSIUM GALA DINNER:
                     An evening of celebration to the sounds of the dynamic                            An evening of celebration to the sounds of the dynamic
                     AMALAHLE BAND, good food and comradery – this event is not                        AMALAHLE BAND, good food and comradery – this event is not
                     to be missed! The venue is the Wyvern.                                            to be missed! The venue is the Wyvern.

     Friday 11 May 2018
                       					                                            DAY 3               Friday 11 May 2018
                                                                                                              					                                       DAY 3
     8:00-8:30      Tea and Registration: National English Literary Museum (NELM)           8:00-8:30       Tea and Registration: National English Literary Museum (NELM)
                     VENUE 1                                                                                VENUE 2
                     ENVIRONMENT                                                                            HEALTH
     8:30-08:50      Ralekhetla,             Investigating the level of epistemic justice   8:30-08:50      Meyer-Adams,          The role of Community Engagement in the
                     Mateboho                during the application of APP as a tool for                    Ernestine             4th Industrial Revolution
                     Rhodes University       Integrated Water Resource Management (74)                      University of         (56)
     08:50 – 09:20   VIDEO SESSION           Tastic’s Hope: A short documentary of a
                     Rouhani, Qurban         traditional fisher in the Northern Cape        08:50 – 09:20   VIDEO SESSION         “Siya-Sonke” – Social Innovation: Using
                     Rhodes University       Province (75)                                                  Loffler, Anne         Asset-Based Community-led Development
                                                                                                            Raphael Centre        (ABCD) as a catalyst for health, wellbeing
     09:20-10:20     Tea and Poster Presentation and Resource Sharing Session
                                                                                                                                  and change (Three Individual Stories- a
                                                                                                                                  short movie) (50)
     Daniels, Priscilla; Adonis, Tracey-Ann; Cupido-Masters, Jill; Kiewiets, Damaris;
     September-Brown, Pearl and Comalie, Ramone:
                                                                                            09:20-10:20     Tea and Poster Presentation and Resource Sharing Session
     University of the Western Cape:
     (RE) Thinking and (RE) Creating Community Engagement (CE) at the University of
22                                                                                                                                                                             23
     the Western Cape (UWC) (95)

     Kalyanaraman, Yamini; Yendall, Kaitlin and Akhurst, Jacqueline:
     Rhodes University:
     Community-based Learning: Exploring the interface of theory and practice via the
     reflections of trainee psychologists engaged in projects with a local community (97)

     Mesani, Thobani:
     Rhodes University:
     Parental involvement, a powerful force towards a child’s education (98)

     Netshandama, Vhonani:
     University of Venda:
     Creating intergenerational learning spaces and knowledge co-production in a
     university community partnership environment (99)

     Nkwinti, Nosi and Hornby, Di:
     Rhodes University: Learning to coexist: Trading Live for Mandela, a university led
     asset-based city-wide initiative to build community (100)

     Friday 11 May 2018
                       					                                           DAY 3
                     VENUE 1
     10:20 – 10:50   Bango, Yanda           The Transformation Agenda of Higher
                     Rhodes University      Education in Post-Apartheid South Africa:
                     (29)                   An empirical study of the implementation
                                            of transformation policies and practices
                                            through programmes

     10:50 – 11:10   Govender, Ivan         The role of higher education institutions in
                     Durban University of   community engagement – A sustainability
                     Technology             perspective (41)

     11:10 – 11:30   Thondhlana, Mazvita    Language, Student Learning and the             PRESENTATION
                     Rhodes University      Engaged Citizen Programme: pathways
                     (79)                   to transforming epistemological access
                                            for non-mother tongue English speaking
24                                          students in Higher Education Institutions                     25

     11:30 – 11:50   van Rooyen, Deidre     Flourishing Social Innovation: Appreciating
                     and Venter, Karen      Partnerships
                     University of the      (80)
                     Free State

     11:50 – 12:10   SAHECECF Session       Partnerships for social innovation-the
                     Bibi Bowman            role of the South African Higher Education
                                            Community Engagement Forum (SAHECEF)

     12:10-13:00     PLENARY DISCUSSION: Akhurst, Jacqueline and Hornby, Di

     13:00-14:00     Lunch: National English Literary Museum (NELM)
                     Packed Lunch Available

                     CONFERENCE ENDS

     ABSTRACT                                                                                ABSTRACT
     The challenges of community-based service learning in a Master’s                        Facilitating inclusive, deliberative communicative ecologies around
     community psychology module: moving from a mental health model                          public education in Makana
     towards social action                                                                   Amner, Rod
     Akhurst, Jacqueline                                                                     Rhodes University
     Rhodes University
                                                                                             The ongoing and acute economic and social inequalities in South Africa’s
     This paper will describe the contexts of and efforts to promote community               democratic era have created communicative imbalances, disconnects and tensions
     psychology with psychology Master’s level trainees through community-based              in contemporary South African civic life: vertically, between the state and citizens/
     placements. In these placements, trainees are discouraged from individual work          civil society; horizontally, among citizens themselves; and between the media and
     with service users, rather they need to work in group-based and consultative            the citizenry (see Heller 2009). Despite these weaknesses, communities like those
     ways, building community partnerships and being supported by critical reflective        residing in Makana are in possession of considerable endogenous communicative
     processes through peer group supervision.                                               assets.

     I will illustrate features of trainees’ accounts, drawn from focus group discussions    A group of undergraduate Journalism and Media Studies (JMS) students at Rhodes
26                                                                                                                                                                                    27
     with them. This will include examples of the interactions between people and            University, together with a number of practice-led MA students, have been exploring
     systems; their examples of learning to apply community psychology principles            the potential of ‘communicative ecologies’ (see Foth & Hearn 2007; Tacchi, Slater
     and the challenges they experienced. This leads to a critique of the mental health      and Hearn 2008) as an asset-based theoretical model to map, ‘repair’ and enrich
     approach to community psychology practice, where the focus is on amelioration           citizen access to information flows and communication channels in Makana. The
     rather than transformation. This will lead to a discussion about the nature of          aim is to help facilitate active, inclusive and deliberative communication, especially
     transformative learning, considering the challenges to regular psychology practice      with regard to the crisis in public education in Makana.
     and the systemic constraints that limit the potentials of these approaches. Their
     relative successes and failures will be discussed in the light of trying to innovate,   ‘Communicative ecology’ refers to the complex system of communication
     to produce outcomes that hope to move towards promoting more interdependent             media and information flows in a local community. It places Information and
     relationships.                                                                          Communication Technologies (ICTs), including radio, computers, mobile phones,
                                                                                             print media and so on, in the context of all the ways of communicating that are
                                                                                             significant locally, including face-to-face interaction on roads, in buses and trains,
                                                                                             visits to neighbours, gossip, civic forums and all the other public and private places
                                                                                             where people meet to communicate. The communicative ecology approach brings
                                                                                             together the community’s discourse about itself together with enhanced social
                                                                                             networks and improved technologies to enable people to act on the real, everyday

     challenges they face, to connect with one another, and to reach for their individual       the district. There is currently no internet access in any library in the Sarah
     and shared aspirations.                                                                    Baartman District, prompting the committee to identify as its first priority the
                                                                                                rebuilding of ICT skills and infrastructure in the Currie Street library.
     We have embarked on a nexus of education-related action research processes in
     Makana, designed to facilitate boundary-spanning partnerships with local citizens,      It is hoped that expanded access to ICTs at open labs at schools and libraries,
     NGOs and state institutions that build on the existing communicative ecologies in       together with citizen journalism training opportunities and public dialogues
     Makana. Some of these processes include:                                                facilitated by JMS at these and other venues, will allow local citizens to participate
                                                                                             more freely and proactively in the communicative ecology around education issues
     1. Learning city: Third year JMS students have partnered with learners in the           in the district.
        Upstart Youth Development programme, parents from the Intsomi family
        literacy programme at Rhodes University, and teachers involved in ICT                The research presentation will report on progress achieved, and obstacles
        programmes run by the Village Scribe Association, and a number of education-         encountered, in these initiatives.
        focused NGOs, to produce journalism for the Grocott’s Mail education section.
        The participants will also produce hyperlocal weekly education newsletter for
        learners, parents, teachers, NPO workers, Department of Education officials,         ABSTRACT
        and anyone else interested in education in the district, and share this same
28      material through social media channels. In addition, education themed                The Transformation Agenda of Higher Education in Post-Apartheid                          29
        community radio programmes are being produced every Saturday morning on              South Africa: An empirical study of the implementation of
        Radio Grahamstown and RMR, while education-themed radio dramas are also              transformation policies and practices through programmes.
        being developed for broadcast around the province. A repository of education-        Bango, Yanda
        related resources will be hosted on the Grocott’s Mail website and a number of       Centre for Engaged Research and Epistemic Justice,
        public dialogues have been planned to discuss education issues in the city.          Rhodes University

     2. Awarenet Open Lab: JMS has built a partnership with Awarenet, a local ICT for        As a contribution to the academic discourse of Higher Education Studies, my
        Development project, which provides open access to ICTs for young people in          research tackles the topic of institutional transformation. A culture of racism
        the Joza Youth Hub. The high-speed Internet-enabled Open Lab is open every           was deeply entrenched in the apartheid system and institutionalized in higher
        weekday afternoon and on Saturdays staffed by young graduates of Awarenet’s          education; this was legitimized by national and institutional policies. Entering a
        various ICT training courses. A wide range of learner support materials are          democratic South Africa, transformation was understood to be a necessary step, as
        available to young people at this Open Lab and the idea is to eventually replicate   well articulated by many scholars of transformation and higher education studies.
        this public access ICT model in a number of local schools.                           Vambe (2007:289) cautions us that transformation of education is not merely a
                                                                                             procedural undertaking; it is a political concern and as such should be guided by a
     3. Open Libraries: A citizen-led committee has recently been established at the         philosophy that recognises the need to reject values that dominate others.
        Currie Street community library, the first of its kind at a township library in

     Even though there have been steps taken to ensure transformation in higher                  allow me to suggest practical recommendations which can be useful in contributing
     education through state and institutional activities, the scars of apartheid are still      towards the institutional transformation of higher learning institutions.
     reminiscent, and they are evidently persisting in the daily experiences of those
     who share and pass through the universities’ spaces. This suggests that there
     have been short falls in the synergy between structures, policies and operations,
     particularly at the activity level of specific university programmes designed to            Reaching Service-Learning Goals: A case study from South Africa
     respond to issues that affect transformation. I argue that the inability to address         Bezerra, Joana
     fundamental issues of transformation, such as institutional culture, hinders the            Rhodes University
     process of redressing inequality which contributes towards the existing poverty
     and unemployment in South Africa.                                                           In the last few years, service-learning has gained increasing attention from
                                                                                                 different disciplines across Universities. Students grow as citizens, communities
     This research revisits this important topic of higher education transformation by           benefit from an active and eager to learn group working within their organisations,
     critically analysing the implementation of transformation policies and practices of         and universities enhance their social responsibility. Service-learning proposes a
     identified university programmes in four South African universities. My research            synergy between learning and service to local communities. Initially developed
     fundamentally poses the question: How do (formal and informal) university                   mainly in the North American context, service-learning has grown in South Africa
     structures, policies and operations influence one another in order to generate              as a teaching philosophy and as a pedagogical approach to learning.
30   activities aimed at institutional transformation, and which of these activities can                                                                                                 31
     be seen to be making a significant difference?                                              The benefits of a service-learning course as well as its goals might be clearly
                                                                                                 defined, but the extent to which service-learning actually achieves these goals are
     My study will be empirical in nature. It will look at university structures by              not always investigated. The aim of this article is to analyse the impact of a year-
     analysing their policies and exploring how activities set to advance the broader            long service-learning course at the honours level at a University in South Africa,
     transformation efforts are progressing. This study will apply the qualitative               looking at how, if at all, the course triggered changes at the personal and at the
     research method. The multiple case study method of selected tertiary institutions           academic levels of the students.
     will be used as a means of gaining in-depth understanding of the single cases so
     as to strengthen the validity and reliability of the findings. Three techniques will be     At the personal level, the article would like to assess the impact of the service-
     used to gather the relevant information, namely: document analysis, participation           learning project on the Honours students’ understanding of themselves as
     observation and interviews (semi-structured and unstructured); the interviews               individuals. At the academic level, the project aims to assess the students’ learning
     will be gathered through the snow-balling method. This data will be analysed                and how such a pedagogical model helps their development and understanding of
     using the critical realist approach which is used to better our understanding of            the curricular content.
     social phenomena. My analysis will allow me to on the one hand problematize and
     pinpoint the strengths of the current policies and practices in higher education            The case study is a service-learning course from the Environmental Science
     institutions, specifically the identified activities. On the other hand, my analysis will   department at Rhodes University. The course was developed in 2017 in partnership

     with a conservation organisation and a state school from the Eastern Cape province,        programme that is run by the Rhodes University Community Engagement division.
     where the university students and the high school learners worked together to              Students involved in this programme commit an hour a week, during term time,
     transform the school into an eco-school. To reach the personal objectives relevant         engaging in a variety of volunteerism activities in their Grahamstown community.
     for service-learning outcomes, students were asked to write a personal self-               Before volunteering commences, students are required to attend mandatory
     reflection every time they visited the school (8 times). For the academic objective,       training each year, which focuses on the principles of community engagement
     questionnaires were distributed to the students twice: before the service activities       at Rhodes University. Throughout the year, they are also required to attend
     began and after the completion of the course.                                              quarterly reflection sessions with their team members, where they reflect on their
                                                                                                engagement with community partners. It is hoped that students who participate
     Although the students felt that they had learned very little in relation to what they      in the ECP will be able to meet the following three goals:
     expected to learn, their reflections reveal a different picture. They did in fact learn
     not only about issues related to environmental science, but also the cross-cutting         1. Understand the socio-economic context and how that limits or advances life
     learning outcomes of the South Africa National education strategy. The issue here            opportunities.
     is how to make this learning clear to the students.                                        2. Become socially active, contributing to community development in Grahamstown.
                                                                                                3. Build meaningful relationships with a diverse range of people.
     In terms of the operation of the course, time and consistency played a crucial
     role in reaching the set goals, both academic and personal, revealing the need             The research questions that this project seeks to answer are: “What do students
32   for continued and prolonged courses. This finding raises the question about the            understand the role of community engagement to be, and does this understanding       33
     design of courses and the involvement of students as early as possible when they           change over time as students engage in community engagement activities?” Further
     start University.                                                                          research questions are: “What are students’ understanding of “engagement, a
                                                                                                community, and their role in society?” and “What skills and knowledge do students
                                                                                                gain from participating in community engagement activities?”
                                                                                                This presentation will outline how I will seek to measure the three goals, while
     The role of community engagement in student development: The                               trying to answer the research questions.
     Engaged Citizen Programme (ECP) as a case study
     Bobo, Benita
     Rhodes University

     Graduating students need to be equipped to excel in a diverse, unequal and complex
     society. Engaging in community engagement activities, such as volunteerism, gives
     students an experience to promote their learning and personal development, and
     engage in critical reflective thinking that enhances their social responsibility (Phelps
     & Dostilio, 2008). The Engaged Citizen Programme (ECP) is a student volunteerism

     ABSTRACT                                                                                 Makana Local Municipality has had to put in place strict water restrictions, since
                                                                                              there is a lack of adherence to calls to save water. The information has been shared
     Encouraging long-term water conservation through a participatory                         through individual businesses’ and institutions’ efforts reminding civil society that
     educational program                                                                      we live in an area facing water shortages.
     Bulunga, Ancha
     Centre for Epistemic Justice and Engaged Research,                                       To create awareness about water shortages in Grahamstown and encourage
     Rhodes University                                                                        sustainable water conservation, I am doing a Master’s project titled “Encouraging
                                                                                              long-term water conservation through a participatory educational program”. I am
     Droughts and long-term water scarcity have for a long time been a subtle part            running a participatory educational program where participants learn from and
     of our lives. Since water scarcity was a reality of a few people who managed to          with others about water conservation, different lived experiences and reflect on
     adapt to it, it did not gain as much attention as it is currently. Now, more than ever   their own water use behaviour. I also use scientific data on the water supply and
     we are faced with serious water shortages and an impending Day Zero in South             demand of Grahamstown to provide a basis of the reality of the water crisis which
     African towns and cities. This does not only require for current water conservation      may be the first time that most participants hear of. The analytical frameworks
     but long-term water conservation. Traditionally, water management, mainly water          I am using for this study are transformative learning and epistemic justice.
     supply management has been the responsibility of the government and water                Transformative learning programs tend to be implemented over an extended
     service providers. However, with increasing population numbers, water wastages           period and for this research it is through once off engagements with participants
34   and prevalent droughts, there is a need for the involvement of water users in water      and the question is “Is it possible to change perspective and spark commitment          35
     resource management through demand management strategies.                                for water conservation through a participatory educational program?” I also have
                                                                                              the opportunity to find out how people have learnt what they know about water
     Water conservation campaigns to promote water saving are normally rolled out             conservation and if they learn anything new from the participatory program.
     as a response to the onset of drought or water scarcity to achieve water demand
     management. There is however, little evidence of their effect on changing attitudes      In this paper, I reflect on the participatory educational program; its design,
     and behaviour towards water saving. Water conservation campaigns also tend to            implementation thus far and my experiences in the workshops. I also will draw on
     exclude the water users’ context, knowledge and experiences in their design. These       some of the reflections of participants as a window into the impact of the program
     campaigns are normally coupled with strategies like water restrictions, stepped          and what could be done differently to promote long-term behavioural change for
     tariffs and water rationing. These demand management strategies tend to control          water conservation.
     behaviour instead of transforming it into sustainable water use behaviour.

     Grahamstown has periodic droughts and is currently troubled by a drought that
     began in February 2016, and with no significant rainfall forecasted for the next 24
     months, the Municipality had to declare a state of disaster in April 2017 and renewed
     it in February 2018. In the period after the declaration of the state of disaster the

     ABSTRACT                                                                               ABSTRACT
     The value of embedding community engagement within the                                 On inhloko, imphepho and carboard-examples of everyday
     context of sports performance (HKE).                                                   resilience in the informal economy at Warwick Junction in Durban
     Callow, Gavin                                                                          Davy, Jonathan and Todd, Andrew
     Rhodes University                                                                      Rhodes University

     In recent years universities across South Africa have been encouraged to partake       Background: Resilience, the ability of an organism or system to continue to
     in more community engagement initiatives. The ultimate aim of such endeavours          function in an adaptable, yet optimal way, following or during uncertain conditions,
     being the creation of equal opportunities to empower all citizens of the country.      is a concept widely utilised in the complex systems and resilience engineering
     From a human factors and ergonomics perspective a key component of being               literature. While resilience can refer to how a system “bounces back” from acute
     able to understand how a system works and therefore to add value is embedding.         or catastrophic shocks, a more nuanced view holds resilience as the ability to cope
     Embedding is the formation of relationships with key stakeholders within a local       with and function, despite chronic challenges on a day-to-day basis. In any context,
     community in order to determine the specific needs of the people as well as the        there are daily examples of resilience, the outcomes from which provide important
     co-operative undertaking to designing sustainable solutions to these issues. One       insights into how humans, cope with, adapt and transform in order to overcome
     of the Human Kinetics and Ergonomics department’s community programs looks             difficulties they face. To illustrate an example of day to day resilience, this story
36   to identifying and developing talented local footballers. In 2016, a partnership was   will provide insights from research conducted with informal economy workers at          37
     established with the Sakhulutsha Football Academy, with the goal of improving          Durban’s Warwick Junction. While there is evidence of many systemic barriers that
     players’ conditioning and fitness characteristics. It quickly become apparent that     informal traders have to deal with (and bounce back from), time use of workers in
     in order to help these players it was necessary to assimilate further into the local   this context, (how much time is devoted to working and recovery time), is poorly
     context. The purpose of this presentation is to demonstrate how with the aid           understood, despite this aspect of work having a fundamental impact health and
     of embedding the program has grown from a weekly strength and conditioning             work ability.
     session, to members of the HKE department being represented on the local football
     association council in order to further improve soccer-related performance of all      Approach: In this cross sectional, descriptive study, we approached 10 informal
     teams in the Makana region The outcome of the embedding process has been the           traders to participate. Each trader, after consenting to participate, was asked
     growth of the players in the system but also a deepening of the understanding of       to provide certain demographic data and an overview of how much time was
     the local context in the student researchers, providing them with vital skills to be   devoted to activities related to work, to commuting, to personal needs, to domestic
     engaged citizens in the future. This presentation will tell the story of one of the    responsibilities and to sleep during normal and busy days. With assistance, each
     students involved in this community engagement project and the impact that it          trader drew the time allocated to each activity on a 24-hour activity clock. Data
     has had on his perceptions of the community and his own profession.                    obtained from these activity clocks were supplemented with data from semi-
                                                                                            structured interviews, conducted mostly in IsiZulu. Recorded field notes were
                                                                                            thematically analysed.

     Outcomes and reflections: On average, the traders had worked in Warwick for 16        ABSTRACT
     years, while supporting at least six dependents. With respect to time use, traders
     reported working for 13.5 (±2.1) hours on busy days, with most of the participants    Telling stories about stories: towards an analytical framework
     working 6 to 7 days a week, meaning that some worked in excess of 80 hours per        for ethical practices of digital storytelling at Cape Peninsula
     week. Most traders were awake for in excess of 16 hours per day and reported sleep    University of Technology
     durations of between 6 (±1.4) and 7.2 (±1.9) hours per night on busy and normal       Gachago, Daniela and Scheepers, Jacqueline,
     nights respectively, with some traders sleeping at the station. Female traders        Cape Peninsula University of Technology
     reported working longer hours, spending more time on domestic responsibilities
     and having less time for sleep during both busy and normal days when compared         Digital storytelling has been embraced in community and educational settings
     to male traders.                                                                      because of its potential to empower participants through personal reflection,
                                                                                           growth, and the development of new literacies. At Cape Peninsula University of
     While this was a small study that focused on one aspect of the trader’s lives, it     Technology (CPUT) it has increased digital literacies and student engagement,
     highlighted the day to day resilience of these workers, who, by and large have no     provided a space for reflection and improved management of multicultural
     choice but to work these hours to support their dependents, in spite of the various   classrooms. However, adopting this emotional and process-oriented practice
     systemic challenges that already exist. This was particularly the case amongst the    into an educational context, with its constraints of course objectives, assessment
     female traders, who had to balance work and domestic responsibilities. However,       regimes, timetables and large classes, raises ethical concerns. What support and
38   while the individuals within this system may appear resilient, the informal           follow-up mechanisms exist to help students cope with any emotional fallout? Is        39
     economy, which is by its very nature, a fragile system, is not. While some insights   it ethical to mark these stories? How well equipped are educators to handle strong
     into the empirical results of this study will be highlighted, the emphasis of this    emotions and difficult dialogues in the classroom? How would one go about writing
     story telling session will focus predominantly on how the experience at Warwick       about the digital stories collected? This is an area that is under-researched. This
     has shaped our view of what it means to work but also the need to give continued      project will build on previous projects at CPUT and collect narratives of lecturers
     attention and agency to this working group, who show immense resilience in a          involved in digital storytelling to attempt to develop an analytical framework to
     non-inclusive system.                                                                 help lecturers navigate the complex space of using digital storytelling in teaching,
                                                                                           community work and research in an ethical fashion.

                                                                                           We use Joan Tronto’s ethics of care (1990, 2013), which she developed with
                                                                                           her colleague Berenice Fisher in the early 1990s, as a tool for thinking through
                                                                                           these dilemmas more deeply and for exploring how they might be solved. Tronto
                                                                                           positions care as a political project and argues that care is not just a disposition
                                                                                           but an active ethical practice—not something we are but something we do. Rather
                                                                                           than seeing ethical dilemmas as big—and often unsolvable—questions, it is in
                                                                                           our everyday practices of caring for ourselves and others that we most need to
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