Developing Relationships for Community-Based Research at Rhodes University: Values, Principles and Challenges
- Hornby, Diana, Maistry, Savathrie M
- Authors: Hornby, Diana , Maistry, Savathrie M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433524 , vital:72981 , ISBN 978-3-030-86401-9 , https://doi.org/10.1007/978-3-030-86402-6_6
- Description: Post-apartheid education policy in South Africa mandates that universities should become more responsive to the socio-economic development of the country, positioning community engagement as a core function of higher education. Community engagement in all its forms, and particularly in the form of community-based research, should develop the social responsibility of both students and the institution by providing opportunities for partnering in community-based projects to promote the social good, thus narrowing the gap between universities and communities. The Community Engagement Division at Rhodes University in the Eastern Cape province of South Africa, supported by the highest level of management of the institution, was fully aware that removal of the ‘ivory tower’ image was a herculean task. Thus, they developed a set of values and principles to guide the establishment of community partnerships with the community the university serves. This chapter explains these values and principles, using the Reviving Schools community engagement initiative as an example. It discusses some of the challenges experienced and how they were overcome to build research relationships and a sense of ‘community’ between Rhodes University and its external partners in Makhanda.
- Full Text:
- Date Issued: 2022
- Authors: Hornby, Diana , Maistry, Savathrie M
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433524 , vital:72981 , ISBN 978-3-030-86401-9 , https://doi.org/10.1007/978-3-030-86402-6_6
- Description: Post-apartheid education policy in South Africa mandates that universities should become more responsive to the socio-economic development of the country, positioning community engagement as a core function of higher education. Community engagement in all its forms, and particularly in the form of community-based research, should develop the social responsibility of both students and the institution by providing opportunities for partnering in community-based projects to promote the social good, thus narrowing the gap between universities and communities. The Community Engagement Division at Rhodes University in the Eastern Cape province of South Africa, supported by the highest level of management of the institution, was fully aware that removal of the ‘ivory tower’ image was a herculean task. Thus, they developed a set of values and principles to guide the establishment of community partnerships with the community the university serves. This chapter explains these values and principles, using the Reviving Schools community engagement initiative as an example. It discusses some of the challenges experienced and how they were overcome to build research relationships and a sense of ‘community’ between Rhodes University and its external partners in Makhanda.
- Full Text:
- Date Issued: 2022
Alternatives to Development in Africa:
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
- Date Issued: 2018
- Authors: Matthews, Sally
- Date: 2018
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142202 , vital:38058 , ISBN 9783319675091 , https://doi.org/10.1007/978-3-319-67510-7_7
- Description: Africa’s place in the world has been closely linked to the idea of development. Building on post-development theory’s critique of development, Matthews’ chapter asks whether and how we can move beyond development in Africa. She argues that contrary to the wishes of some post-development theorists, we cannot retrieve, discover, or create something that is purely not-development, entirely non-Western, and fully outside of coloniality. However, this does not mean that we ought to acquiesce in the face of the powerful discourses that have come to dominate the way in which we talk about Africa. The chapter tentatively explores some possible ways in which development can be both resisted and reappropriated in creative ways.
- Full Text:
- Date Issued: 2018
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