2018 SYMPOSIUM INNOVATION COMMUNITY ENGAGEMENT SOCIAL & - Rhodes University
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2018
9th to 11th MAY • Rhodes University • Grahamstown • South Africa •
Rhodes University & Durban University of Technology
COMMUNITY
ENGAGEMENT
&
SOCIAL
INNOVATION
SYMPOSIUMMESSAGE FROM THE ORGANISERS 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 developed. 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
RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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!RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 forRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 momentumRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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’ contextualRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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)
TEA
10:30-11:00 OPENING: Di Hornby (Director: Rhodes University Community
Engagement)
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 actionRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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
Technology
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
Technology
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, DanielaRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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
(8)
14 15RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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)
Technology
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)
Technology
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)RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 TechnologyRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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.RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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)
Johannesburg
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)RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
Friday 11 May 2018
DAY 3
VENUE 1
HIGHER EDUCATION TRANSFORMATION
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
PAPER
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
ABSTRACTS
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 ENDSRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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, everydayRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 inRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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,
ABSTRACT
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 partnershipRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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?”
ABSTRACT
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 volunteerismRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 theRU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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.RU & DUT COMMUNITY ENGAGEMENT & SOCIAL INNOVATION SYMPOSIUM 2018
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 toYou can also read
