Linking knowledge producers and marginalised communities

‘Service-Learning partnerships as a mechanism to promote sustainable livelihoods’

Friday, 15 November 2013, Tsogo Sun, Cape TownContributions by: Sunè Botha, Larry Dolley, Tony Florence,

Shamiel Isaacs, Mirriam Makosana, Joyce Nduna Doug Reeler and Jacqui Scheepers

Overview

SL Partnership

Summit

From policy to implementatio

n

Defining Service-Learning

SL Partnerships

Systems Theory

SL Multidisciplinary Sustainable

Livelihoods projectsCase study:

Clothing and Textile TechnologyClosing

remarks

“We belong together. We say in Africa ‘a person is a person through other persons’. We are bound together in a delicate network of interdependence. We believe in ubuntu – my humanity is caught up in your humanity. Ubuntu speaks of generosity, of compassion, of hospitality, of sharing. I am because you are. If I dehumanise you then whether I like it or not I am dehumanised” (Desmond Tutu, 1999)

From policy to implementation

The South African Constitution, National Development Plan, Strategic Objectives of respective provincial government, Integrated Development Plans and Batho Pele principles all seek to address issues of inequality, service delivery and redress.

Communities still experience amongst others; lack of food security, poor housing, lack of access to basic services and unemployment.

What is needed is a concerted effort on the part of all Service-Learning stakeholders to take policy through to implementation by pooling their skills and resources.

Definition of Service-LearningBringle & Hatcher (2004) definition is the most popular

and defines Service-Learning as “a course-based, credit-bearing educational experience in which students: Participate in an organised service activity that meets

identified community goals.Reflect on the service activity in such a way as to gain

further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility

Bringle & Hatcher (2004, 127)

But how do we apply SL in the South African context given our challenges?

Service-Learning Partnerships: A response to transformation imperatives

Collaborative partnerships have the potential to become effective change catalysts and sites of knowledge production and exchange.

Partnerships can be understood as “Knowledge based collaborations in which all partners have things to teach each other, things to learn from each other, and things they will learn together” (Holland & Gelmon 1998, 5).

To understand the system of partnerships works in Service-Learning it is necessary to explore the theories that are most relevant to systems of engagement with various stakeholders

A new social contract between society and universityRequires a shift in how knowledge creation is perceived. “The university now faces Mode 2 society, the agora, which is the

domain “where the university interacts with the public and where the scientific “problems of society are deciphered, solutions are conceptualised”(Gibbons, 2006).

“Society speaks back” - impacts on research choices and outcomesCommunities learn in a different way – by doing, by seeing, by

touching and through experience – Knowledge and expertise needs to be translated into innovations useful

and relevant for communities to put into action rather than consuming theoretical knowledge.

‘Training for the sake of training’ and development of materials and products cannot be done in isolation

An integrated and sustainable approach is neededService-Learning projects at universities lend itself to the formation of

collaborative and mutually beneficial multi-stakeholder partnerships which can facilitate the achievement of local, national, and global goals.

Systems theory

A popular theory for community development and Service-Learning practitioners

Puts forward the argument that we are living in an interconnected system.

Relevant theory for understanding partnerships as a system or network of diverse entities which are interrelated.

These systems although made up of individuals can also be viewed as powerful catalysts for change

The Lifecycle of Emergence

• Discovering shared meaning and purpose

Stage one: Networks

Networks: Discovering shared meaning and purpose

As a means to create changeEssential for people finding like-minded

othersBased on self-interest (for their own

benefit/work)Fluid membership – movement in and out of

network based on personal benefit

Communities of Practice (CoP): Developing new practices togetherMany small communities can originate from a robust

networkCoP are self-organisedPeople share a common work and realize the benefits of

relationshipSharing of knowledge, support and resourcesIntentionally create new knowledge for field of practicePeople are committed to being there for each otherPeople participate not only to fulfill their own needs but

also the needs of othersThe focus extends beyond the needs of the groupIntentional commitment to advance the field of practice

Members tend to learn and grow rapidlyGood ideas move rapidly amongst membersNew knowledge and practices are implemented quicklySpeed is crucial as knowledge and wisdom is needed

now

Systems of Influence: New practices become the norm

Sudden appearance of a system that has real power and influence

Pioneering and peripheral efforts now become the normPractices developed by courageous communities

become the accepted standardNo hesitation to adopt new approaches and methods

and learning becomes easierPolicy and funding debates now include perspectives

and experiences of these pioneers These pioneers become leaders in their field and are

acknowledged as the wisdom keepersPast critics become chief supporters

Emergence is fundamental scientific explanation for how local changes can materialize as global systems of influence

As a change theory, it offers methods and practices to accomplish the necessary system-wide changes

Need to intentionally work with emergence so that our efforts will result in a truly hopeful future

Emergence is the only way change happens on this planet

Reference: Margaret Wheatley and Deborah Frieze

Planning and development of

project

Service-Learning Unit

(needs, partnerships, curriculum)

Case study 1: Service-Learning Multidisciplinary Sustainable Livelihoods projects

Fish processing

Sandbag housing

River cleaning vessel

River cleaning vessel

River cleaning vessel Recycling: Textiles

and Education Technology

Aquaponics

The role of SL

To coordinate the project partnership (internally and externally)

Identify potential sources of funding and resources (internally and externally)

Collaborate with faculties and academic departments – identify relevant disciplines and integrate into curriculum

Coordination – Planning, Implementation and Evaluation of project

Provide support to facultiesManages interaction between staff, students and relevant

community organizations such that student interaction leads to them reaching their own learning outcomes while benefiting the community.

Media and Marketing

Why Technolgy stations?

Fills a gap to develop final protypeTaking the project from design and model stage to

final productAdvanced research at a post graduate level Testing and refining of prototypesResources: Funding, Expertise and hi-tech.

equipmentIntellectual property issuesHealth and Safety and other legislative mattersHas links with academic faculties and DVC

Technology, Research Innovation and Partnerships

Where does Envirochoice fit in?

Enterprise development: Job creation and establishment of co-operatives in communities

Training of communities (horizontal learning exchanges)

Training of students in collaboration with CPUT

Support and expertiseCommunity interface and communicationCoordination of rollout process into

communities

Case study Two: Clothing and Textile Technology Station

TRAINING REQUIRED

CPUT/TSCT SERVICE LEARNING PROJECT

25 UNIT ORDER

PHOTO W/COATS

ACCEPTED AS A SERVICE LEARNING PROJECT

All students at CPUT have to do at least SERVICE LEARNING / community project for which they are marked

Clothing Management students demonstrated and trained Bambanani women to sew a waistcoat for township tour guides

SERVICE LEARNING PROJECT OVERVIEWNumber of students 24  The class was split into four groups and each was allocated a community group to work with.

Groups had to deliver three formative assessments, requiring them to conduct a presentation giving an overview of the community group, develop a business plan, develop a prototype of a product that the community could comfortably produce taking into account resources available and skills level. i.e.

Present the Business plan as a professional typed document, Develop a prototype(s) of a viable product for the

community to produce, Conduct a power presentation to an external moderator

with regards to the business plan and answer all questions from the moderator that may be posed about the project.

Bambanani for Social Development was taken through the complete manufacturing process from cutting to sewing to completing the order at CPUT premises

FIRST ORDER COMPLETED

A NEW CLOTHING INDUSTRY RISES IN THE TOWNSHIP

BAMBANANI

15 000 units /long johns for PEP BAMBANANI DAILY PRODUCTION OUTPUT

0

100

200

300

400

500

600

700

800

DAYS

UNIT

S

Series1180/Day To 700/day

PRODUCTION PROCESS FOCUS

 

CPUT/C&TT SERVICE PROCESS

DEVELOPMENT 

REGISTERED CC2009

 

PEP ORDER RECEIVED

15 000 UNITS 

Links with other disciplines

Bambanani for Social

Development

Human Resource

Management

Architectural

Technology

Civil Engineerin

g

Horticulture

Office Management

and Technology

Clothing and Textiles Technology

Closing remarks

This form of actualisation and sustainability can be meaningful for Service-Learning project teams and can move the team away from short-term ‘quick fixes’ in response to socio-economic challenges in society towards more longer term sustainable initiatives and partnerships.

Tangible and sustainable outputs for community partners

If universities and their partners can master the spread of community knowledge, especially around the 3 focus areas of:1.       Sustainable jobs2.       Sustainable Housing/households3.       Sustainable food production

Then CPUT would be at the absolute fore-front of social change through knowledge production with indigent communities.

Thank you