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Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda
Thesis (PhD)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613528718835712 |
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| access_status_str | Open Access |
| author2 | Dr Sefotho, Maximus Monaheng |
| author_browse | Dr Sefotho, Maximus Monaheng |
| author_facet | Dr Sefotho, Maximus Monaheng |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/59025 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:35.225Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/59025 Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda Dr Sefotho, Maximus Monaheng Prof Ebersöhn, Liesel Machimana, Eugene Gabriel Global citizenship UCTD Higher education Global citizenship Rural school Social justice Retrospective experiences Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2017. The purpose of this study was to inform global citizenship practice as a higher education (HE) agenda by comparing retrospective experiences of a range of community engagement (CE) partners, including the often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm and meta-theoretically by phenomenology. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), academic service learning (ASL) students (n = 20: females 17, males 3), and researchers (n = 12: females 11, males 1). Existing data sources included verbatim transcriptions of (i) audio-recorded Participatory Reflection and Action (PRA)-directed group sessions (parents, teachers, student-clients), (ii) telephonic interviews (ASL-students, researchers) and semi-structured interviews (ASL-students); as well as rural school context observation data documented textually (audio-visual recordings and photographs) and textually (field notes). A significant insight from this study is that a range of CE-partners experience similar benefits and challenges when a university and rural school partner. Whereas all CE-partners experience HE-CE as beneficial for human capital development, they all experience that HE-CE is challenged by the structural disparity between a rural context and operational miscommunication. CE-partners with higher education levels experienced that the HE partner is an agent that facilitates knowledge generation. These CE-partners indicated that both academic researchers and non-researchers should be valued as equal knowledge co-generator partners. CE-partners within a rural school had expectations of material gain as part of their experience of participating in this CE-partnership. CE-partners involved in educational psychology (ASL) experienced connectedness and support as a result of participating in the FLY intervention. These CE-partners also experienced FLY relationships as a great platform for establishing bonds, whilst learning from peers. I theorise the Progressive Global Citizenship conceptual framework as a guide that points towards boundless engagement in the era of globalisation. This suggests that HE-CE should focus on innovative interventions that have support structures aimed at establishing connections across socio-economic, cultural, racial and academic backgrounds. Therefore, I propose that HE should make a concerted effort to enhance insight, awareness, reflection, exploration and develop critical consciousness among global citizens. In my view, this calls for innovation that moves away from traditional practices in global citizenship. HE should strive to partner with many role-players as an alternative way of broadening the scope towards understanding and enriching CE interventions. National Research Foundation (Grant number: 82620 CEC12091412827) University of Pretoria es2026 Educational Psychology PhD Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-17: Partnerships for the goals 2017-02-14T09:53:06Z 2017-02-14T09:53:06Z 2017-04-25 2017 Thesis Machimana, EG 2017, Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/59025> S2017 http://hdl.handle.net/2263/59025 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Global citizenship UCTD Higher education Global citizenship Rural school Social justice Retrospective experiences Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title | Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title_full | Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title_fullStr | Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title_full_unstemmed | Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title_short | Retrospective experiences of a rural school partnership: informing global citizenship as a higher education agenda |
| title_sort | retrospective experiences of a rural school partnership informing global citizenship as a higher education agenda |
| topic | Global citizenship UCTD Higher education Global citizenship Rural school Social justice Retrospective experiences Education theses SDG-04 Education theses SDG-10 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/59025 |