Research Publications (Arts and Design)
Permanent URI for this collectionhttp://ir-dev.dut.ac.za/handle/10321/214
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Item The Porous University : re-thinking community engagement(University of Kwa-Zulu Natal, 2016) Preece, JuliaThis primary goal of this concept paper is to stimulate a conceptual re-think around the nature of community engagement in higher education. The paper outlines the evolution of community engagement. It questions some of the ideological rhetoric of this term whereby the university is presented as a collaborative partner and co-creator of knowledge, particularly through strategies such as service-learning. It highlights issues of power relationships, ownership of the engagement process and knowledge generation. The paper offers a theoretical framework for community engagement, drawing on the capabilities approach, asset based community development and dialogue. The framework is then presented as a diagram which can be used as an evaluative tool for assessing how metaphorically porous university boundaries are to facilitate a more mutually accessible relationship between community and university. In this way, the engagement relationship can build on community assets, rather than following a deficit model of intervention which is premised on community need.Item Globalisation in Africa : reflecting on Peter Jarvis’s superstructure and substructure model(Routledge, 2016-10-21) Preece, JuliaThis paper reflects on Peter Jarvis’ book Globalisation, lifelong learning and the learning society, volume 2 – in which he describes human learning within a global context and factors contributing to globalisation. He describes the relationship of power between countries manifested as the superstructure and sub structure. The paper explores to what extent this model reflects the current situation in selected southern African countries such as Tanzania, Lesotho and South Africa and how the global forces have influenced adult learning in these African contexts. The paper adopts a postcolonial lens to critique the ways in which learning opportunities in African situations are facilitated and manipulated through the globalisation process and provides a speculative commentary on how adult and lifelong learning policy in South Africa is evolving as a political gesture towards positioning the country as a global player. It concludes by suggesting that the core substructure is perhaps not as impenetrable as first appears and that more recent superstructure responses may have had some impact on the core.